Design teacher-facing analytics that support interpretation of student persistence within classroom contexts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that persistence analytics move beyond detecting disengagement toward supporting teachers' interpretive work. It states that "Analytics for persistence should therefore support how teachers reason about disengagement as it unfolds," and points toward teacher-facing systems that situate engagement patterns within broader instructional and contextual information so teachers can decide when and how to intervene.

Design Implications¶

Context¶

Requirements¶

• Analytics for persistence should therefore support how teachers reason about disengagement as it unfolds.

Constraints¶

• This study is an early needs-finding workshop with 12 volunteer teachers, one 90-minute session, one district, and one platform; future work will explore the design opportunities through participatory prototyping and classroom evaluation.

Target Learners¶

• Middle school mathematics teachers using adaptive learning platforms weekly

Target Learning Goals¶

• Timely instructional response to student disengagement and persistence challenges in computer-assisted mathematics learning

Affordances¶

• Five Percent Problem Situated Instructional Challenge

Related Strategies¶

• Embed factor-aware guidance directly within analytics tools at the point of interpretation
• Learning Dashboards

Examples¶

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Key Sources¶

• Conrad Borchers. (2026). Framing the 5% Problem: Teachers’ Perspectives on Persistence in Educational Technology. https://arxiv.org/abs/2606.22294