Claims: K

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• %KBR correlated with prior knowledge only among high-prior students, not among low-prior students - %KBR correlated with prior knowledge only among high-prior students, not among low-prior students
• K-12 AI learning experiences concentrate on technical, conceptual and applied skills in specific domains, while implementation schemes are led by the US and China - K-12 AI learning experiences concentrate on technical, conceptual and applied skills in specific domains, while implementation schemes are led by the US and China
• K-12 and higher education educators express generally positive feelings about research on digital learning platforms, with no negative respondents - K-12 and higher education educators express generally positive feelings about research on digital learning platforms, with no negative respondents
• K-12 and higher education show distinct, non-overlapping sets of co-occurring data practices - K-12 and higher education show distinct, non-overlapping sets of co-occurring data practices
• K-12 and postsecondary education in the United States operate in fundamentally different worlds with separate essential structures while students flow across the divide - K-12 and postsecondary education in the United States operate in fundamentally different worlds with separate essential structures while students flow across the divide
• K-12 DLE research expresses purposes across all three of Biesta's domains, with socialization mainly instrumental and subjectification centered on data agency - K-12 DLE research expresses purposes across all three of Biesta's domains, with socialization mainly instrumental and subjectification centered on data agency
• K-12 educators value product-improvement research more, and individual-adaptation research less, than higher education educators - K-12 educators value product-improvement research more, and individual-adaptation research less, than higher education educators
• K-12 learners preferred incremental hints and multiple attempts over immediately revealed solutions - K-12 learners preferred incremental hints and multiple attempts over immediately revealed solutions
• K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data - K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data
• K-12 platforms scored higher on children's consent where regulation is explicit, but the advantage did not extend to AI disclosure or accountability - K-12 platforms scored higher on children's consent where regulation is explicit, but the advantage did not extend to AI disclosure or accountability
• K-12 public school enrollment is declining and projected to fall 3.7 percent by 2031, reducing funding in the 35 states and DC that use student-based funding formulas - K-12 public school enrollment is declining and projected to fall 3.7 percent by 2031, reducing funding in the 35 states and DC that use student-based funding formulas
• K-12 stakeholders across sectors report enthusiasm for competency-based learning, assessment, and recognition technologies - K-12 stakeholders across sectors report enthusiasm for competency-based learning, assessment, and recognition technologies
• K-12 students across five schools valued CyberScholar's detailed, specific, rubric-aligned feedback as helpful for identifying areas to revise - K-12 students across five schools valued CyberScholar's detailed, specific, rubric-aligned feedback as helpful for identifying areas to revise
• K-12 students and teachers both consider AI imperfect at detecting students' knowledge and assigning appropriate tasks, and therefore prefer more human control over AI decisions - K-12 students and teachers both consider AI imperfect at detecting students' knowledge and assigning appropriate tasks, and therefore prefer more human control over AI decisions
• K-2 assessment and latent scores predict third grade ELA grades with correlations from 0.52 to 0.63 in pre-pandemic cohorts - K-2 assessment and latent scores predict third grade ELA grades with correlations from 0.52 to 0.63 in pre-pandemic cohorts
• K-2 literacy assessments are positively correlated, with MAP showing the strongest correlations with the other assessments - K-2 literacy assessments are positively correlated, with MAP showing the strongest correlations with the other assessments
• K-8 teachers responding to the sudden 2020 shift to distance learning engaged in three of the core practices of adaptive experts - K-8 teachers responding to the sudden 2020 shift to distance learning engaged in three of the core practices of adaptive experts
• K-DTVP-2 and VMI-3R scores are strongly positively correlated (r = 0.855) - K-DTVP-2 and VMI-3R scores are strongly positively correlated (r = 0.855)
• K-DTVP-2 appears more strongly affected by age than VMI-3R, but is also more sensitive to gender and disease - K-DTVP-2 appears more strongly affected by age than VMI-3R, but is also more sensitive to gender and disease
• K-DTVP-2 visual perception scores decline significantly with age in Korean adults, dropping significantly from the 50s compared to the 20s - K-DTVP-2 visual perception scores decline significantly with age in Korean adults, dropping significantly from the 50s compared to the 20s
• K-means clustering of K–8 students' platform trace data yields seven distinct engagement profiles - K-means clustering of K–8 students' platform trace data yields seven distinct engagement profiles
• K-means clustering of stage-level CACI observations yields four student-AI interaction patterns: Intensive Engagers, Fast Scanners, Traditionalists, and Frequent Switchers - K-means clustering of stage-level CACI observations yields four student-AI interaction patterns: Intensive Engagers, Fast Scanners, Traditionalists, and Frequent Switchers
• K-means clustering of standardized prior knowledge and final grades yields four performance profiles: Consistent Achievers, Growing Achievers, Declining Performers, and Struggling Performers - K-means clustering of standardized prior knowledge and final grades yields four performance profiles: Consistent Achievers, Growing Achievers, Declining Performers, and Struggling Performers
• K-Means++ clustering of self-reported behavioral proxies yields six distinct, stable learner profiles (k = 6, Silhouette = 0.62) - K-Means++ clustering of self-reported behavioral proxies yields six distinct, stable learner profiles (k = 6, Silhouette = 0.62)
• k-nearest neighbours achieves the highest recall of the tested models, making it better suited when identifying which students know a topic matters - k-nearest neighbours achieves the highest recall of the tested models, making it better suited when identifying which students know a topic matters
• K-PALS shows statistically significant positive effects on Rapid Letter Sounds for kindergarten students in all three training-support conditions - K-PALS shows statistically significant positive effects on Rapid Letter Sounds for kindergarten students in all three training-support conditions
• K12-Train-Full achieves the best overall performance on three multimodal educational benchmarks, and textual and visual supervision are complementary - K12-Train-Full achieves the best overall performance on three multimodal educational benchmarks, and textual and visual supervision are complementary
• Kahoot performance over a semester did not differ between high- and low-competitive undergraduates, though scores varied across time points - Kahoot performance over a semester did not differ between high- and low-competitive undergraduates, though scores varied across time points
• Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time - Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time
• Kansas schools moved from exploration to initial implementation of MTSS between 2012 and 2014, while full implementation stayed near 8% - Kansas schools moved from exploration to initial implementation of MTSS between 2012 and 2014, while full implementation stayed near 8%
• Kantian architectonics is an early articulation of constructivism, with knowledge constructed into a system - Kantian architectonics is an early articulation of constructivism, with knowledge constructed into a system
• Kauffman School attendance impacts were positive and significant in some grades and not significantly different from zero in others - Kauffman School attendance impacts were positive and significant in some grades and not significantly different from zero in others
• Kauffman School college enrollment and achievement impacts are comparable to average effects for other high-performing charter schools - Kauffman School college enrollment and achievement impacts are comparable to average effects for other high-performing charter schools
• Kauffman students had higher attendance rates and were less likely to be suspended than similar Kansas City students - Kauffman students had higher attendance rates and were less likely to be suspended than similar Kansas City students
• Kauffman students had higher attendance rates than other similar students in Kansas City - Kauffman students had higher attendance rates than other similar students in Kansas City
• Kauffman students were less likely to be suspended than other similar students in Kansas City - Kauffman students were less likely to be suspended than other similar students in Kansas City
• Kazakhstani faculty reported higher baseline GenAI pedagogical readiness than Chinese faculty on all seven dimensions, with the largest differences in disciplinary transfer, prompt design, and basic understanding - Kazakhstani faculty reported higher baseline GenAI pedagogical readiness than Chinese faculty on all seven dimensions, with the largest differences in disciplinary transfer, prompt design, and basic u
• KBD configuration produced no significant between-condition differences in system acceptance, intrinsic motivation, or subjective learning effectiveness in a single tutoring session - KBD configuration produced no significant between-condition differences in system acceptance, intrinsic motivation, or subjective learning effectiveness in a single tutoring session
• KBDeX visualization and knowledge building rubrics engaged PSTs in continuous monitoring, analysis, negotiation, synthesis, and identification of promising inquiry routes - KBDeX visualization and knowledge building rubrics engaged PSTs in continuous monitoring, analysis, negotiation, synthesis, and identification of promising inquiry routes
• KC lesson duration increased significantly only in the SRL-AIDE group (d = 1.14), not in the comparison group (d = 0.12) - KC lesson duration increased significantly only in the SRL-AIDE group (d = 1.14), not in the comparison group (d = 0.12)
• Keeping a structured learning diary without further intervention did not improve university students' self-regulation - Keeping a structured learning diary without further intervention did not improve university students' self-regulation
• Kern Urban Teacher Residency graduates are retained at high rates in the partner district, with 92% of its 114 graduates continuing to work in BCSD - Kern Urban Teacher Residency graduates are retained at high rates in the partner district, with 92% of its 114 graduates continuing to work in BCSD
• Kerschensteiner's Munich study found exceptional artistic talent concentrated among very poor children and often unnoticed by schools - Kerschensteiner's Munich study found exceptional artistic talent concentrated among very poor children and often unnoticed by schools
• Key challenges for eWIL include securing partner organizations, lack of support systems, software quality, staff training and equity of access - Key challenges for eWIL include securing partner organizations, lack of support systems, software quality, staff training and equity of access
• Key officials describe a shift from a punitive top-down accountability approach to a collaborative, improvement-focused model that fostered trust and communication - Key officials describe a shift from a punitive top-down accountability approach to a collaborative, improvement-focused model that fostered trust and communication
• Key officials report that Rhode Island's new charter performance framework reduced political interference through standardized, transparent data and consistent processes - Key officials report that Rhode Island's new charter performance framework reduced political interference through standardized, transparent data and consistent processes
• Key stakeholders believe the Kauffman School's methods positively influence students' behavior, attitudes, and performance - Key stakeholders believe the Kauffman School's methods positively influence students' behavior, attitudes, and performance
• Keystroke patterns during web-based DP exams suggested planning, revision, and sustained cognitive engagement - Keystroke patterns during web-based DP exams suggested planning, revision, and sustained cognitive engagement
• Kimi shows reasonable but weaker agreement with human examiners than ChatGPT (weighted kappa 0.571) - Kimi shows reasonable but weaker agreement with human examiners than ChatGPT (weighted kappa 0.571)
• Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre - Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre
• Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language - Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language
• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later - Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later
• Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1) - Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1)
• Kindergarten children's working memory and inhibition T-scores are significantly lower than the excellent-level criterion of 56 - Kindergarten children's working memory and inhibition T-scores are significantly lower than the excellent-level criterion of 56
• Kindergarten closures hit children in low-SES schools hardest in basic counting and numeracy skills (d = 0.2 in 2020; d = 0.3 in 2021), widening inequalities - Kindergarten closures hit children in low-SES schools hardest in basic counting and numeracy skills (d = 0.2 in 2020; d = 0.3 in 2021), widening inequalities
• Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences - Kindergarten convergence is not attributable to pre-K children's kindergarten classroom experiences but is attributable to preexisting individual differences
• Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning - Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning
• Kindergarten DIBELS subtests predict first-grade instructional reading, with Letter Naming Fluency the strongest predictor - Kindergarten DIBELS subtests predict first-grade instructional reading, with Letter Naming Fluency the strongest predictor
• Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners - Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners
• Kindergarten DIBELS subtests significantly predict first-grade TerraNova vocabulary, language, and reading outcomes - Kindergarten DIBELS subtests significantly predict first-grade TerraNova vocabulary, language, and reading outcomes
• Kindergarten entry scores predict grade 3 reading proficiency: Philadelphia kindergarteners with higher KEI scores in 2014/15 had higher grade 3 PSSA ELA scores - Kindergarten entry scores predict grade 3 reading proficiency: Philadelphia kindergarteners with higher KEI scores in 2014/15 had higher grade 3 PSSA ELA scores
• Kindergarten entry-age effects do not differ by gender or race - Kindergarten entry-age effects do not differ by gender or race
• Kindergarten expressive language predicts grade 1 arithmetic, adding 4.6% of explained variance beyond kindergarten arithmetic - Kindergarten expressive language predicts grade 1 arithmetic, adding 4.6% of explained variance beyond kindergarten arithmetic
• Kindergarten follow-up shows statistically significant positive effects of Curiosity Corner on two print knowledge measures, not included in the effectiveness rating - Kindergarten follow-up shows statistically significant positive effects of Curiosity Corner on two print knowledge measures, not included in the effectiveness rating
• Kindergarten latent profile membership is 100% stable from pre-k/kindergarten to end of 1st grade in the longitudinal subset - Kindergarten latent profile membership is 100% stable from pre-k/kindergarten to end of 1st grade in the longitudinal subset
• Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality - Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality
• Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres - Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres
• Kindergarten logical thinking correlates with arithmetic but does not explain unique variance once other predictors are included - Kindergarten logical thinking correlates with arithmetic but does not explain unique variance once other predictors are included
• Kindergarten oral language does not uniquely predict third-grade expository writing quality - Kindergarten oral language does not uniquely predict third-grade expository writing quality
• Kindergarten oral language independently predicts third-grade narrative writing quality - Kindergarten oral language independently predicts third-grade narrative writing quality
• Kindergarten oral language is uniquely related to first-grade writing quality but not to compositional fluency - Kindergarten oral language is uniquely related to first-grade writing quality but not to compositional fluency
• Kindergarten phonological awareness explains about 34% of the variance in basic numerical skills (QNC Level I) one year later - Kindergarten phonological awareness explains about 34% of the variance in basic numerical skills (QNC Level I) one year later
• Kindergarten predictors correlate robustly with grade 1 math outcomes, weakest for computation - Kindergarten predictors correlate robustly with grade 1 math outcomes, weakest for computation
• Kindergarten profile membership predicts differentiated 1st-grade reading patterns: the double-deficit group performed worse than all other profiles on nearly all measures - Kindergarten profile membership predicts differentiated 1st-grade reading patterns: the double-deficit group performed worse than all other profiles on nearly all measures
• Kindergarten redshirting rates have remained around 5% of kindergarteners for roughly two decades - Kindergarten redshirting rates have remained around 5% of kindergarteners for roughly two decades
• Kindergarten SEB profile membership is differentially associated with gender, age, language background, SES, and learning disability status - Kindergarten SEB profile membership is differentially associated with gender, age, language background, SES, and learning disability status
• Kindergarten SEB profiles are associated with significantly different achievement in Grades 3 and 5, highest for SE-Prosocial and lowest for SE-Vulnerable - Kindergarten SEB profiles are associated with significantly different achievement in Grades 3 and 5, highest for SE-Prosocial and lowest for SE-Vulnerable
• Kindergarten spatial orientation performance longitudinally predicts arithmetic performance four months later - Kindergarten spatial orientation performance longitudinally predicts arithmetic performance four months later
• Kindergarten spatial orientation performance longitudinally predicts number line estimation performance four months later - Kindergarten spatial orientation performance longitudinally predicts number line estimation performance four months later
• Kindergarten students showed the largest BOY-to-EOY decline in significant risk identification, dropping 21 percentage points - Kindergarten students showed the largest BOY-to-EOY decline in significant risk identification, dropping 21 percentage points
• Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors - Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors
• Kindergarten teacher-child conflict and low self-regulation jointly predict decreases in school engagement, which in turn predicts first-grade academic competence - Kindergarten teacher-child conflict and low self-regulation jointly predict decreases in school engagement, which in turn predicts first-grade academic competence
• Kindergarten test scores from more than 400,000 U.S. students contain patterns that can predict academic success or identify students at risk of falling further behind by third grade - Kindergarten test scores from more than 400,000 U.S.
• Kindergarten test scores show patterns that can predict academic success or identify students at risk of falling further behind by third grade - Kindergarten test scores show patterns that can predict academic success or identify students at risk of falling further behind by third grade
• Kindergarten treatment status was negatively related to third-grade expository writing quality - Kindergarten treatment status was negatively related to third-grade expository writing quality
• Kindergarten triads sharing one computer with three mice and interdependent roles enhanced social skills - Kindergarten triads sharing one computer with three mice and interdependent roles enhanced social skills
• Kindergarten visual processing uniquely predicts grade-one Chinese character reading after controlling for prior reading and general cognitive abilities - Kindergarten visual processing uniquely predicts grade-one Chinese character reading after controlling for prior reading and general cognitive abilities
• Kindergarten visual processing uniquely predicts grade-one early mathematics after controlling for prior mathematics and general cognitive abilities - Kindergarten visual processing uniquely predicts grade-one early mathematics after controlling for prior mathematics and general cognitive abilities
• Kindergarten writing fluency does not mediate the relations between kindergarten component skills and first-grade writing outcomes - Kindergarten writing fluency does not mediate the relations between kindergarten component skills and first-grade writing outcomes
• Kindergarten-entry math and reading scores were mostly flat 2010-2014 then slightly declined by 2017, with median math down about 0.24 SD and reading down 0.14 SD - Kindergarten-entry math and reading scores were mostly flat 2010-2014 then slightly declined by 2017, with median math down about 0.24 SD and reading down 0.14 SD
• Kindergarten-readiness gaps between ELs and Non-ELs narrowed during the intervention year after widening during the prior year, with significant between-year differences for ATL-REG, SED, and PD - Kindergarten-readiness gaps between ELs and Non-ELs narrowed during the intervention year after widening during the prior year, with significant between-year differences for ATL-REG, SED, and PD
• Kindergarten-spring conflict is positively associated with first-grade closeness, driven by high-conflict children, suggesting an opportunity for a fresh start - Kindergarten-spring conflict is positively associated with first-grade closeness, driven by high-conflict children, suggesting an opportunity for a fresh start
• Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures - Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures
• Kindergarteners in 2017 had moderately lower math and reading skills at school entry than kindergarteners in 2010 - Kindergarteners in 2017 had moderately lower math and reading skills at school entry than kindergarteners in 2010
• Kindergarteners perform significantly better in nonsymbolic than symbolic single-digit addition problem formats - Kindergarteners perform significantly better in nonsymbolic than symbolic single-digit addition problem formats
• Kindergarteners spontaneously use choice latency as a cue for confidence judgments, with shorter latencies linked to higher confidence - Kindergarteners spontaneously use choice latency as a cue for confidence judgments, with shorter latencies linked to higher confidence
• Kindergarteners use partial-knowledge heuristics such as digit recognition and the word hundred to interpret multidigit numerals - Kindergarteners use partial-knowledge heuristics such as digit recognition and the word hundred to interpret multidigit numerals
• Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief - Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief
• Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation - Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation
• Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact - Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact
• Kindergartners struggle to give verbal causal explanations, but model-based tasks let most of them express causal ideas - Kindergartners struggle to give verbal causal explanations, but model-based tasks let most of them express causal ideas
• Kinematic trajectories extracted from AI-generated videos agree strongly with analytical resistive-force models, with coefficients of determination exceeding R² > 0.99 across three regimes - Kinematic trajectories extracted from AI-generated videos agree strongly with analytical resistive-force models, with coefficients of determination exceeding R² > 0.99 across three regimes
• KIPP Atlanta Collegiate High School is associated with higher rates of initial college enrollment - KIPP Atlanta Collegiate High School is associated with higher rates of initial college enrollment
• KIPP Atlanta Collegiate High School shows positive impacts on long-term college persistence - KIPP Atlanta Collegiate High School shows positive impacts on long-term college persistence
• KIPP Atlanta middle school impacts on proficiency generally increase across grade levels - KIPP Atlanta middle school impacts on proficiency generally increase across grade levels
• KIPP Atlanta middle schools substantially improve student proficiency on Georgia statewide assessments - KIPP Atlanta middle schools substantially improve student proficiency on Georgia statewide assessments
• KIPP charter middle schools produce positive, statistically significant test-score effects in reading, math, science, and social studies - KIPP charter middle schools produce positive, statistically significant test-score effects in reading, math, science, and social studies
• KIPP charter schools have positive effects on English language arts achievement for middle and high school students - KIPP charter schools have positive effects on English language arts achievement for middle and high school students
• KIPP charter schools have positive effects on mathematics achievement for middle and high school students - KIPP charter schools have positive effects on mathematics achievement for middle and high school students
• KIPP charter schools have potentially positive effects on science achievement for middle and high school students - KIPP charter schools have potentially positive effects on science achievement for middle and high school students
• KIPP charter schools have potentially positive effects on social studies achievement, with mixed study findings - KIPP charter schools have potentially positive effects on social studies achievement, with mixed study findings
• KIPP elementary schools have positive, statistically significant, and educationally meaningful impacts on three of four measures of reading and mathematics skills - KIPP elementary schools have positive, statistically significant, and educationally meaningful impacts on three of four measures of reading and mathematics skills
• KIPP high schools have positive, statistically significant achievement impacts for students new to the KIPP network, but not for students continuing from KIPP middle schools - KIPP high schools have positive, statistically significant achievement impacts for students new to the KIPP network, but not for students continuing from KIPP middle schools
• KIPP high schools have positive, statistically significant, and educationally meaningful achievement impacts for students new to the KIPP network - KIPP high schools have positive, statistically significant, and educationally meaningful achievement impacts for students new to the KIPP network
• KIPP identifies principal candidates primarily from a talent pool of assistant principals, similar to the approach used by school districts - KIPP identifies principal candidates primarily from a talent pool of assistant principals, similar to the approach used by school districts
• KIPP middle and high schools had a large, statistically significant combined effect on college graduation rates - KIPP middle and high schools had a large, statistically significant combined effect on college graduation rates
• KIPP middle school admission offers had a positive but statistically non-significant effect on enrollment in four-year college programs - KIPP middle school admission offers had a positive but statistically non-significant effect on enrollment in four-year college programs
• KIPP middle school offers did not produce higher five-year four-year graduation or on-track rates than no offer - KIPP middle school offers did not produce higher five-year four-year graduation or on-track rates than no offer
• KIPP middle schools had a positive and statistically significant impact on enrollment in four-year colleges - KIPP middle schools had a positive and statistically significant impact on enrollment in four-year colleges
• KIPP middle schools have positive, statistically significant, and educationally meaningful impacts on student achievement in math, reading, science, and social studies - KIPP middle schools have positive, statistically significant, and educationally meaningful impacts on student achievement in math, reading, science, and social studies
• KIPP middle schools' positive effects extend to enrollment in 4-year college programs, not only middle school achievement - KIPP middle schools' positive effects extend to enrollment in 4-year college programs, not only middle school achievement
• KIPP middle schools' student attrition and replacement rates can be compared with those of nearby district-run schools using longitudinal student-level data. - KIPP middle schools' student attrition and replacement rates can be compared with those of nearby district-run schools using longitudinal student-level data.
• KIPP outcomes were measured with state tests, a nationally normed assessment including higher-order thinking measures, and student- and parent-reported behaviors - KIPP outcomes were measured with state tests, a nationally normed assessment including higher-order thinking measures, and student- and parent-reported behaviors
• KIPP Pre-K combined with KIPP early elementary school has positive, statistically significant impacts on reading and math achievement after five years - KIPP Pre-K combined with KIPP early elementary school has positive, statistically significant impacts on reading and math achievement after five years
• KIPP Pre-K combined with KIPP early elementary school may also have a positive impact on students' executive function - KIPP Pre-K combined with KIPP early elementary school may also have a positive impact on students' executive function
• KIPP Pre-K may provide an additional benefit for reading achievement above and beyond KIPP elementary school - KIPP Pre-K may provide an additional benefit for reading achievement above and beyond KIPP elementary school
• KIPP shows no discernible effects on high school student progression (graduation within 4 years) - KIPP shows no discernible effects on high school student progression (graduation within 4 years)
• KIPP's Five Pillars strongly influenced the charter school community and traditional public schools - KIPP's Five Pillars strongly influenced the charter school community and traditional public schools
• KIPP's rapid growth over two decades created an enormous need for strong principals to lead its schools - KIPP's rapid growth over two decades created an enormous need for strong principals to lead its schools
• Kit+TA students spontaneously transferred the TA's hierarchical spatial organization to open-ended post-test answers, unlike Kit-Only students - Kit+TA students spontaneously transferred the TA's hierarchical spatial organization to open-ended post-test answers, unlike Kit-Only students
• KITE's feedback led simulated students to improve revised answers in 24 of 27 non-already-correct interactions (88.89%) - KITE's feedback led simulated students to improve revised answers in 24 of 27 non-already-correct interactions (88.89%)
• KITE's non-procedural responses show strong retrieval grounding (faithfulness 0.85, context relevance 0.94) and answer similarity 0.76, with lower factual correctness 0.45 - KITE's non-procedural responses show strong retrieval grounding (faithfulness 0.85, context relevance 0.94) and answer similarity 0.76, with lower factual correctness 0.45
• KL-divergence and binary cross-entropy losses for course prediction yield grade prediction within 1-2% of each other - KL-divergence and binary cross-entropy losses for course prediction yield grade prediction within 1-2% of each other
• KLI complexity-matching hypothesis: instructional principles of a given complexity are effective for knowledge components of equal or greater complexity but not less complex ones - KLI complexity-matching hypothesis: instructional principles of a given complexity are effective for knowledge components of equal or greater complexity but not less complex ones
• Knower levels were longitudinally stable across sessions, replicating Wynn, while the CP-Non-Mapper/CP-Mapper distinction fluctuated across sessions - Knower levels were longitudinally stable across sessions, replicating Wynn, while the CP-Non-Mapper/CP-Mapper distinction fluctuated across sessions
• Knowing AI could complete assignments made the cost of independent programming effort feel less worthwhile to strongly motivated students - Knowing AI could complete assignments made the cost of independent programming effort feel less worthwhile to strongly motivated students
• Knowing an argument was written by an expert mathematician increases reported persuasion for a heuristic argument among both students and researchers - Knowing an argument was written by an expert mathematician increases reported persuasion for a heuristic argument among both students and researchers
• Knowing that reproduction will be demanded slows reading rate across all readers and methods - Knowing that reproduction will be demanded slows reading rate across all readers and methods
• Knowing what not to do does not suffice for knowing what to do: spot-explain-fix improved design critique and error anticipation but produced weaker near and far transfer than deliberate erring and no far-transfer advantage over errorless practice - Knowing what not to do does not suffice for knowing what to do: spot-explain-fix improved design critique and error anticipation but produced weaker near and far transfer than deliberate erring and no
• Knowledge acquisition in RCR training benefits from individualized learning and application of ethical guidelines, and is hindered by mandatory status and purely theoretical emphasis - Knowledge acquisition in RCR training benefits from individualized learning and application of ethical guidelines, and is hindered by mandatory status and purely theoretical emphasis
• Knowledge alone did not ensure meaningful participation; it became influential when clearly communicated and built into programming - Knowledge alone did not ensure meaningful participation; it became influential when clearly communicated and built into programming
• Knowledge and behavior profile components provide complementary signals: removing either hurts metrics tied to the other - Knowledge and behavior profile components provide complementary signals: removing either hurts metrics tied to the other
• Knowledge artifacts that were novel or unexpected (a non-insect squirrel, a misidentified mosquito) generated the most discussion in an elementary citizen science project - Knowledge artifacts that were novel or unexpected (a non-insect squirrel, a misidentified mosquito) generated the most discussion in an elementary citizen science project
• Knowledge construction does not increase gradually across successive discussion themes: messages in theme 2 reflect significantly lower levels, theme 3 significantly higher, and theme 4 no significant difference from theme 1. - Knowledge construction does not increase gradually across successive discussion themes: messages in theme 2 reflect significantly lower levels, theme 3 significantly higher, and theme 4 no significant
• Knowledge creation occurred in neither fixed nor opportunistic collaboration groups; interactions were mostly knowledge sharing - Knowledge creation occurred in neither fixed nor opportunistic collaboration groups; interactions were mostly knowledge sharing
• Knowledge distillation from a frontier LLM substantially improves lightweight AI-tutor evaluation across all four pedagogical dimensions - Knowledge distillation from a frontier LLM substantially improves lightweight AI-tutor evaluation across all four pedagogical dimensions
• Knowledge from earlier phases forms memory layers through sedimentation and remains available when newer structures fail - Knowledge from earlier phases forms memory layers through sedimentation and remains available when newer structures fail
• Knowledge gained by self-analysis is more likely to produce constructive change in teaching than insights given by an observer - Knowledge gained by self-analysis is more likely to produce constructive change in teaching than insights given by an observer
• Knowledge gains correlate positively with belief change, more strongly for higher relational-understanding levels - Knowledge gains correlate positively with belief change, more strongly for higher relational-understanding levels
• Knowledge of individual differences in children's memories should shape recitation questioning, and psychology's analysis of school subjects underlies teaching methods - Knowledge of individual differences in children's memories should shape recitation questioning, and psychology's analysis of school subjects underlies teaching methods
• Knowledge tracing performance on tutoring dialogues is relatively low, with a maximum of around 76% AUC, which the authors take to show dialogueKT is a challenging task. - Knowledge tracing performance on tutoring dialogues is relatively low, with a maximum of around 76% AUC, which the authors take to show dialogueKT is a challenging task.
• Knowledge, Skills, and Attitude scores are largely independent across frontier LLMs, with Knowledge–Skills correlation r=−0.51 and Knowledge–Attitude r=−0.63 - Knowledge, Skills, and Attitude scores are largely independent across frontier LLMs, with Knowledge–Skills correlation r=−0.51 and Knowledge–Attitude r=−0.63
• Knowledge-aware Editing Distance correlates most strongly with human editing duration among evaluated metrics - Knowledge-aware Editing Distance correlates most strongly with human editing duration among evaluated metrics
• Knowledge-building discourse improved significantly from before to during reflective assessment, with students contributing more explanation-seeking questions, explanations, and metacognitive questions and statements. - Knowledge-building discourse improved significantly from before to during reflective assessment, with students contributing more explanation-seeking questions, explanations, and metacognitive question
• Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding - Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding
• Knowledge-building practices are defined at the community unit of analysis but enacted at the small-group discursive unit - Knowledge-building practices are defined at the community unit of analysis but enacted at the small-group discursive unit
• Knowledge-graph prototype mapping outperforms existing behavior-prediction baselines for student simulation - Knowledge-graph prototype mapping outperforms existing behavior-prediction baselines for student simulation
• Knowledge-sharing discourse was the most common mode in KF discussions, while knowledge-building discourse was comparatively rare - Knowledge-sharing discourse was the most common mode in KF discussions, while knowledge-building discourse was comparatively rare
• Knowledge-test scores correlated significantly with the self-assessed knowledge item at both pretest and posttest - Knowledge-test scores correlated significantly with the self-assessed knowledge item at both pretest and posttest
• Knowledge-test scores differed strongly between German school types, with academic-track students scoring highest - Knowledge-test scores differed strongly between German school types, with academic-track students scoring highest
• Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subsets - Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subs
• KOKU improves lower-limb function, concerns about falling and health-related quality of life, but not mood, physical activity, fatigue or fall rate - KOKU improves lower-limb function, concerns about falling and health-related quality of life, but not mood, physical activity, fatigue or fall rate
• Kolb's Experiential Learning Theory is the most widely used framework in empirical study away research - Kolb's Experiential Learning Theory is the most widely used framework in empirical study away research
• Kolb's inventory showed no association with medical career choices, and its personality-type predictions were contradicted - Kolb's inventory showed no association with medical career choices, and its personality-type predictions were contradicted
• Korean EFL learners sort sentences increasingly by construction rather than by verb as grade level increases - Korean EFL learners sort sentences increasingly by construction rather than by verb as grade level increases
• KSDE established a statewide infrastructure — Core Team, facilitators, symposium, and website — that respondents rate as effectively supporting MTSS - KSDE established a statewide infrastructure — Core Team, facilitators, symposium, and website — that respondents rate as effectively supporting MTSS
• KT4EQG achieves the highest exam score across all knowledge modules on both XES3G5M and MOOCRADAR, outperforming all question-generation baselines - KT4EQG achieves the highest exam score across all knowledge modules on both XES3G5M and MOOCRADAR, outperforming all question-generation baselines
• KT4EQG achieves the highest exam score across all practice-round counts, while methods without effective concept selection show only marginal gains as rounds increase - KT4EQG achieves the highest exam score across all practice-round counts, while methods without effective concept selection show only marginal gains as rounds increase
• KT4EQG remains competitive when evaluated with alternative knowledge tracers (BKT and DKT), though its advantage varies across modules - KT4EQG remains competitive when evaluated with alternative knowledge tracers (BKT and DKT), though its advantage varies across modules
• KT4EQG's education-value objective produces an adaptive KC-selection policy: weaker students are given better-mastered concepts and stronger students progressively more challenging ones - KT4EQG's education-value objective produces an adaptive KC-selection policy: weaker students are given better-mastered concepts and stronger students progressively more challenging ones
• K–3 Plus expanded learning time program showed positive impact on student learning - K–3 Plus expanded learning time program showed positive impact on student learning
• K–3 students in Massachusetts grantee schools with the highest percentages of historically marginalized student groups were more likely to be below literacy benchmark at least once and to stay below across the year - K–3 students in Massachusetts grantee schools with the highest percentages of historically marginalized student groups were more likely to be below literacy benchmark at least once and to stay below a
• K–8 students using Imagine Math in a charter network scored significantly higher than matched non-users on NWEA MAP Growth Math (ES +0.08) - K–8 students using Imagine Math in a charter network scored significantly higher than matched non-users on NWEA MAP Growth Math (ES +0.08)