AIR’s Dr. Rachel Dinkes joined panelists from academia, policymaking, and the U.S. higher education system to discuss who should foot the bill as postsecondary education expands in the United States.

The National Center on Safe Supportive Learning Environments (NCSSLE) publishes the Higher Education e-Digest on a monthly basis, click to link to access all archived issues.

This journal article discusses a study that investigated the effect of the expanded availability of online curricula on persistence in the field and toward a degree. The findings suggest that for the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree.

This tool, developed by AIR researchers, can be used to review the different sections of a program logic model.

This journal article uses data from the National Educational Longitudinal Study and hierarchical generalized linear modeling to examine both student- and school-level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). The results showed that student-level characteristics, including gender, socioeconomic status, and race, were all significant predictors of postsecondary enrollment.

This chapter discusses issues related to testing and evaluation of English language learners (ELLs) in higher education. It explains how to define the ELL population in higher education, followed by a brief treatment of the general issues related to testing and evaluation of ELLs in that context.

The College and Career Readiness and Success Center at AIR supported the Kansas Department of Education in ensuring that all students have access to high-quality work-based learning. AIR built a geographic information system mapping tool and convened a group of cross-agency partners to analyze data, with the ultimate goal of developing a work plan to implement different policies and/or strategies.

AIR is conducting this study for the Bill & Melinda Gates Foundation to better understand the role of higher education state system offices in supporting and driving institutional transformation. The goals of this study are to help improve student success and promote equity in postsecondary education.

AIR is conducting a 50-month research and evaluation project of 29 institutions and two state systems to enhance the Bill & Melinda Gates Foundation’s and the broader field’s understanding of the institutional transformation process. The goal of the project is to share findings and results from institutional-level and cross-case data related to what catalyzes the transformation process at an institution, the key components of effective models of transformation, how stakeholders are engaged in the transformation process, the timeline for seeing visible changes in institutional and student outcomes, and the risks to transformation.

AIR is conducting an evaluation of the Bill & Melinda Gates Foundation's Solution Network, an initiative seeking to systematically connect the needs of higher education institutions with support resources via a network approach. The goal of the evaluation is to support the Foundation's larger postsecondary strategy by analyzing and reporting on what works, for whom, and under what circumstances within the Network.