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NEW EdWorkingPapers
Ethnic Studies Courses Across California High Schools: A Mixed-Method Analysis of Teacher-Intended Curricula
Ethnic Studies courses, which center the counternarratives of racialized communities, are rapidly expanding across California in advance of a high school graduation requirement for the class of 2029-30. However, content and pedagogical guidance for practitioners remains limited. To learn how teachers throughout the state have aligned Ethnic Studies courses with existing principles defined by… more →
Making AI Tutoring Productive: Evidence from a Mastery-Based Math Practice Experiment
Large language models (LLMs) can make tutoring more scalable, but only if students use them to reason through mistakes rather than avoid effort. We study this question in a randomized field experiment with more than 6,000 middle-school students in Hamilton County Schools using NUMI, a research-based computer-assisted learning (CAL) platform. Students were randomized to AI versus CAL-only… more →
Virtual Tutoring with Computer-Assisted Learning: An Experiment in Take-Up and Learning
We explore the efficacy of an online after-school tutoring program that complements teacher-provided computer-assisted learning practice. The aim is to scaffold students struggling with online Khan Academy practice at school with low-cost, one-on-one virtual supervision for about an hour a week at home. In a two-year randomized trial with the Toronto District School Board, teachers identified… more →
Equity in context: Institutional agency in targeting student supports in Massachusetts community colleges
How do related, but independent community colleges operationalize and implement an equity-oriented initiative? In 2021, Massachusetts established the SUCCESS initiative to provide non-financial student supports in all 15 of the state’s public community colleges. This paper draws on 35 interviews with program staff across the colleges to ask how they used their institutional data and designed… more →
Can We Save Failing Schools? Evidence From Los Angeles
Can providing funding and support to failing schools help them improve? This paper studies this question using a natural experiment based on a 2017 lawsuit settlement that allocated substantial resources and support to the lowest-performing schools in the Los Angeles Unified School District (LAUSD). Using a difference-in-differences design, I compare 50 secondary schools that received an… more →
One Click Away: AI Tutoring with Khanmigo in a Two-Year School Experiment
Generative AI has been promoted as the technology that could transform education by providing every student a personal tutor. We provide some of the first large-scale experimental evidence, from a two-year cluster randomized trial in 18 Tennessee middle schools in which randomly assigned students used Khan Academy with its AI tutor, Khanmigo, configured to coach rather than give answers,… more →
Policy and Practice Series
EdTalks
Centering Teachers in the AI Era
What happens when teachers are treated as professional decision-makers, not just end users of AI tools?
Weigh in: What’s on your mind regarding AI and the teaching profession? >>
We’ll soon record a conversation about the future of the teaching profession in an AI-enabled education system, grounded in two recent EdWorkingPapers.
Maya Kaul representing Landscape Analysis of the Teaching Profession
Dorottya Demszky representing Practitioner Voices Summit: How Teachers Evaluate AI Tools through Deliberative Sensemaking
Constance Lindsay, EdWorkingPapers Review Board member, facilitating the conversation