Featured Work
What should states and districts working on school improvement keep in mind about successful turnaround efforts? AIR experts have identified nine key conditions that led to successful turnaround in Massachusetts that could be useful to education leaders in other states.
Samia Amin leads the workforce development practice at AIR. She’s helped federal, state, local, and international governments and foundations develop and refine workforce programs. At AIR, she directs a variety of studies and is an expert in using methods such as behavioral insights, human-centered design, and research-driven pilot programs for continuous program improvement.
Educating students who have been neglected, delinquent, or are otherwise at-risk requires specialized training and careful collaboration across the agencies responsible for serving for these students. For this reason, each state receives funding from the U.S. Department of Education through the Title I, Part D Neglected or Delinquent Programs. Determining the best use of these funds is a top priority for all Title I, Part D coordinators.
