The truth is, educators often don’t know. In the AI world, models are rarely evaluated on meaningful educational tasks. Common benchmarks tend to focus on and , not on open-ended tasks that require knowledge of pedagogical best practices. Unlike traditional curricula, content generated by AI-powered tools rarely undergoes expert review, with rare .

As a result, it’s not always clear whether AI-generated lesson plans are designed with best practices, whether AI-generated passages build the right skills and knowledge and ultimately whether AI-generated feedback is effective for supporting student growth. This leaves educators as the last line of defense in determining what content is good, and students are even more at risk of getting less rigorous content. The lack of shared, transparent evaluation tools means we’re flying blind — not because AI technologies are inherently flawed, but because the infrastructure to assess them hasn’t caught up.

Evaluation is the missing layer that can help education technology expand with trust and impact.

This has been central to the partnership between Stanford University researchers and Learning Commons: ensuring AI-powered tools truly enhance education and partnering with educator experts to closely evaluate the quality of the content and the support that AI tools offer.

Together with collaborators Student Achievement Partners (SAP) and the Achievement Network (ANet), we have developed a set of automated evaluators to help educators and edtech developers assess key dimensions of instructional quality with the push of a button. One of our first focus areas has been on enabling better measurement of text complexity, a critical step in supporting strong reading development.

The reading material given to students matters. that getting text complexity right drives important outcomes for students and getting it wrong has real risks. Offering students a steady diet of material below their grade level actually slows reading development, while students who are offered more appropriately challenging texts will grow faster.

While there are existing, openly-available readability metrics that can help educators and developers estimate the difficulty of a passage, the measures are highly limited in scope and value, as they do not reflect critical features, such as whether a text is covering the right content, with vocabulary, syntax and other aspects at the right level. Other measures of text complexity that have more comprehensive coverage are proprietary and therefore lack transparency and are not available for all. 

That’s why, with our partners, we are co-designing an that use computational methods to assess the level of challenge presented by reading materials. Built in collaboration with educators and researchers, these autoevaluators help developers quickly evaluate large volumes of content, offering both a score and an explanation grounded in learning science.

What sets this approach apart isn’t just the technology; it’s also the collaboration and its repeated use in more rigorously evaluating AI-generated content. Our approach to the work begins with research on what is considered rigorous and how those judgments are made. It is the bar we need to hold education products to, in terms of quality and rigor.

We then take those learnings and turn them into thoughtful benchmark datasets that reflect the critical pieces of information needed to gauge quality and rigor and, ultimately, into autoevaluators that can dynamically measure the quality of content generated by AI. With these tools, edtech companies can test and improve their AI systems based on feedback that is both rigorous and actionable.

As AI technologies become more widely adopted in schools, evaluation must move from an afterthought to essential infrastructure. Just as medicine relies on clinical trials and safety protocols, edtech needs open, transparent and credible ways to assess quality. This isn’t about slowing innovation — it’s about enabling faster, more informed use of this technology, taking out some of the guesswork of what will and won’t work. It also helps developers spot blind spots early. It’s also about empowering educators, those closest to students, with tools to understand and shape what AI generates for real classrooms.

This is core to the work Learning Commons supports as part of the organization’s broader commitment to scale proven teaching and learning practices to benefit every learner. Providing open access to these tools and developing criteria along with educators have been central to this effort. When evaluation methods are co-designed and open, we believe that stakeholders can more easily adapt them to local contexts, challenge assumptions and build on shared learning.

But we’re just getting started, and we can’t do this alone.

Collaboration is key — and challenging. What’s needed now is a broad coalition of school districts, researchers, funders and developers willing to work together to create open, rigorous evaluation frameworks, datasets and tools. Whether it’s assessment of text complexity, content knowledge coherence or alignment to foundational skill standards, evaluation that enables better content must become accessible to all and not just a luxury for the well-resourced.

The call is simple: We need developers, educators, researchers and practitioners to help us as we tackle the challenge of turning critical learning science into real, usable and, most importantly, impactful products for the classroom. Connect with us, bring your expertise, your questions and your use cases. Let’s build the infrastructure together to ensure that AI in education is not only innovative but effective and grounded in the realities of the classroom.

Disclosure: Chan Zuckerberg Initiative provides financial support to ĂŰĚŇÓ°ĘÓ.

Approximately 48 team members were impacted by the move, a source told ĂŰĚŇÓ°ĘÓ.

CZI spokesperson Raymonde Charles confirmed the layoffs in a statement: “Over the past eight years, we have learned a great deal about how to equip educators with the research, tools, and partners they need to center students’ well-being in support of academic achievement and success. 

“Guided by insights from our grantees, research, and educators, our work in education continues to evolve, and the structure of our teams has changed as a result. We remain committed to helping educators give every student exactly what they need to thrive inside the classroom and beyond.” 

Despite the layoffs, CZI (a financial supporter of ĂŰĚŇÓ°ĘÓ) remains one of the nation’s largest philanthropies working on education issues. Since 2015, the philanthropy has given grants to nearly 1,000 organizations working to aid teachers in supporting students to thrive in and beyond the classroom. 

Recent CZI efforts have included a first-of-its-kind “connection builder” that facilitates meaningful, one-on-one teacher-student conversations that have proven essential for student engagement and academic success; an initiative to develop evidence-based approaches to boost early literacy that has already reached more than 12,700 children and 14,500 educators; and an effort that partners with schools and districts to create research-based surveys that helps educators better understand students’ aspirations, strengths, and barriers to succeeding in advanced coursework.

All affected employees were offered the same severance details, said a source. The package includes 16 weeks of base pay, continued health insurance and a $10,000 stipend to use as needed to assist with transitional needs. Employees also received a prorated portion of their 2023 bonus. 

Disclosure: The Chan Zuckerberg Initiative provides financial support to ĂŰĚŇÓ°ĘÓ.

The funding will cultivate career pathways for teachers and district leaders of color.

CZI co-founder and co-CEO Priscilla Chan announced the grants for racial diversity in education during the 49th annual National Alliance of Black School Educators conference late last week. 

“Not only do you help your students learn, but you also help them feel a deep sense of belonging in helping them become the young people who are curious, confident, and caring members of their own communities,” Chan said on Nov. 11.

From pre-service teacher education to professional , grants ranging $175,000 to $2 million will support organizations in preparing and supporting historically excluded populations in K-12 leadership.

Though , nearly half of schools are operating without any teachers of color.

CZI’s funding will also support The Hunt Institute in its policy advocacy to add 1 million teachers of color to schools by 2030 — the Institute will work with gubernatorial candidates on their education platforms and offer its in more regions. The campaign, which launched during the social justice movements of summer 2020, . 

A more diverse teacher workforce could result in for an . Having had a Black teacher, from higher expectations, experience fewer suspensions and graduate high school at higher rates. 

Some grantees will also focus initiatives on helping teachers move into district, board and state leadership, and in turn, be able to support teachers of color implementing change. 

“My experience has been you get a phenomenal principal, or you get a handful of really great teachers or you have an out-of-this-world superintendent, and then when they retire or they move on or for whatever number reason, sometimes those great initiatives fall by the wayside. This is really about creating leader-full communities where, even as people move on … the work continues because the whole community is invested,” said Jonathan Santos Silva, executive director of The Liber Institute, which works with rural communities. 

The Institute is receiving $800,000 to train Indigenous students, families and leaders to competitively run for school board and district leadership. Their new programming has encouraged thought partnerships with , the and, soon, tribal colleges and universities.

And for the Equity Institute, a Rhode Island-based nonprofit working with teachers to sustain antiracist learning and teaching environments, their $800,000 CZI grant means long-term growth. They’ll be able to hire more staff, enhance technology, evaluate and spread their work at a time it’s needed most. 

“We’re in a space and time where — because of COVID, because of the high profile incidents of police brutality and deaths at the hands of officers — that we have to be very, very intentional about how we share leadership and invite people to the table, into spaces where they have historically been neglected, isolated, disenfranchised,” Chief Impact Officer and Co-Founder Carlon Howard told ĂŰĚŇÓ°ĘÓ.

Disclosure: The Chan Zuckerberg Initiative provides financial support to ĂŰĚŇÓ°ĘÓ.