Reports

This report presents mid-year findings from a year-long study with public school districts examining how teachers adopt and use Colleague AI, with platform usage linked to district administrative records on teacher and student demographics, attendance, and test scores. Teachers primarily use AI for lesson planning, standards alignment, and adapting classroom activities, with usage patterns varying by years of experience, credential status, and the demographic composition of their classrooms. Regression analyses explore correlational associations between teacher AI usage and changes in student interim assessment scores, contributing early quantitative evidence to inform future causal studies of generative AI’s impact on K-12 student outcomes.

This report presents findings from a 7-week co-design pilot with 21 Washington State teachers and 600+ students showing that AI tools function most effectively as a “third agent” in classrooms when teachers provide clear scaffolding and framing, with narrative feedback valued over numeric scores and Student Growth Insights enabling real-time instructional adjustments.

This report presents findings from a nationally representative survey of US public school math and science teachers examining their generative AI adoption, classroom use, perceptions of student learning impacts, and institutional support needs as educators navigate rapidly evolving AI integration pressures.