This tool, developed by AIR researchers, can be used to review the different sections of a program logic model.
This journal article uses longitudinal data from Washington state to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. Researchers replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses.
This journal article provides a review of causes and policy solutions of two equity problems: (a) Too many college students from disadvantaged backgrounds in the United States do not complete their coursework with any college credential, whereas others earn degrees or certificates with little labor market value; and (b) many of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. Solutions include those focused on both individual students and institutional reform.
AIR, in collaboration with Quality Education for Minorities and the Kapor Center, is examining learning environments that enable undergraduate students at Historically Black Colleges and Universities (HBCUs) to thrive and subsequently attain doctoral degrees in science and engineering (S&E). The goals of the study are to (a) identify unique characteristics of S&E learning environments at the 21 HBCUs ranked as top producers of Black baccalaureate degree recipients who earn S&E doctorates (“anchor institutions”), (b) identify HBCUs that have similar characteristics as the anchor institutions and have a high potential to graduate students who go on to earn doctoral degrees, and (c) develop and disseminate a model that builds HBCU capacity to produce graduates who go on to earn S&E doctorates.
AIR is analyzing 20 years of the National Longitudinal Survey of Youth 1997 panel using an individual fixed-effects regression strategy. The purpose of the analysis is to estimate the returns to non-credit-bearing credential and licensure pathways compared with credit-bearing credential and associate degree programs that are unrelated to persistent differences in the respondents’ characteristics (e.g., ability). Findings show that credit-bearing credentials yield an approximately equal likelihood to be employed as noncredit-bearing credentials, but significantly improved earnings of about $7,000 a year.
AIR is providing support for the Longitudinal Studies Branch, which is responsible for the design and operation of three national early childhood cohort studies and several longitudinal studies of middle school, high school, and postsecondary students. AIR is providing support across the full range of design and reporting activities associated with the major data collection projects and statistical studies, including study development, cognitive laboratory work, field test and national data collection activities, review of data files and data documentation, report review and development, outreach, user support, and training activities.
AIR developed a series of online modules that support state and local education agency leaders in the creation of Grow Your Own Programs, which aim to establish an educator talent pipeline. The modules provide examples and considerations for developing a Grow Your Own Program to address educator shortages and retention issues, promote a more diverse workforce, and support college and career readiness development among high school students.
AIR conducted a retrospective study to examine American Society of Limnology and Oceanography Multicultural Program (ASLOMP) participant characteristics, experiences, and education and career outcomes. Two cohorts of study participants completed an online retrospective survey between July and November 2012, and study findings indicated that ASLOMP successfully attracted and retained students who are underrepresented in programs and careers in the aquatic sciences.
AIR is examining the impact of attending a deeper learning network school on students’ civic engagement, college completion, and workforce outcomes and the differences in their college experiences versus those who attend comparison schools. The aim of this study is to measure the longer term impacts of attending a deeper learning network high school not yet captured in previous research.
Working with the U.S. Chamber of Commerce Foundation and Gallup, AIR developed state-specific Web applications that allow students to learn more about programs of study in their state that provide preparation for growing, middle-class wage jobs. These Web applications connect prospective students to state longitudinal data related to wage outcomes of particular programs and help them calculate and understand the relationship between their desired standard of living and choices of occupations, programs, and schools.