Lawrence, Kansas — Researchers at the University of Kansas (KU) are embarking on an ambitious project to assist students with disabilities improve their writing skills through innovative artificial intelligence (AI) technology. Funded by a substantial $1.875 million grant from the U.S. Department of Education, the initiative is named Project AI-SCORE, standing for Artificial Intelligence Scored Composition to Improve Outcomes for Written Expression. Designed to provide immediate scoring and feedback, the project aims to boost the writing capabilities of students who often face significant challenges.
According to Sean Smith, professor of special education and principal investigator for the grant, "The challenge we’re trying to address is, as students write, assessing their work with timely and meaningful feedback is very difficult." The grant will span five years, during which researchers intend to refine tools enabling teachers to give their students more focused writing practice.
Research shows students are struggling to meet writing benchmarks, which are increasingly integral to academic success. To effectively tackle this issue, the team aims for teachers to spend less time scoring and more time facilitating instruction. Smith emphasized the importance of teaching the fundamentals of writing, highlighting, "We don’t spend adequate time teaching students the fundamentals of what good writing is and helping them improve their skills." With the assistance of national writing experts, the project will utilize AI capabilities to provide more qualitative feedback on aspects such as ideas, organization, and style, not just quantitative evaluations.
Alongside the development of AI-SCORE, the project will expand on the existing WRITE PM (Writing stRategies for Instructional Technology in Education – Progress Monitoring) tool, which has already assisted teachers working with students with learning disabilities. This collaboration seeks to create innovative solutions to writing challenges and improve interactions between families and educators.
Meanwhile, the Central Board of Secondary Education (CBSE) is also seeking feedback from schools to refine their examination processes for the upcoming 2025 board exams. CBSE officials have stressed the necessity of timely and clear observations from schools, particularly after noting patterns of vague feedback and late submissions. More than 42 lakh students are expected to be involved, with exams scheduled across 7,842 centres. "We must have clear and actionable feedback to make improvements," said CBSE representatives, indicating their commitment to increasing clarity around examination standards.
This innovative approach mirrors legislative efforts elsewhere, such as the recently endorsed House Bill 1289 introduced by Rep. Stephanie McClintock of Washington. This bill mandates the development of a voluntary, confidential online survey for parents withdrawing students from public schools. The goal is to gather insights on the reasons for student transfers or withdrawals, addressing the pressing issue of declining enrollment figures, which have seen around 46,000 students leave Washington's public school system.
McClintock remarked, "Parents’ children are our customers, and it is apparent we are not meeting our customers’ needs. Let’s find out what those needs are; let’s address them and make our schools a more appealing place to be." The bill has been met with some support but has also prompted suggestions to broaden its scope, collecting feedback not only from withdrawing families but also from those who opt to remain within the public school system.
Turning to Florida, Florida A&M University (FAMU) is currently engaged in gathering community feedback to refine the search for its next president. Over the past few days, listening sessions have allowed students, staff, and faculty to express their hopes and expectations for future leadership. Notable requests from these sessions include the need for accessibility, cultural awareness, and accountability.
Nissa Phillip, a second-year student, commented during one of the sessions, "I want someone who believes and understands FAMU traditions and FAMU spirit." This sentiment echoes the concerns of many within the campus community who desire leadership capable of balancing administrative strategy with genuine engagement with students and faculty alike. The current interim president, Timothy Beard, has served since the resignation of former President Larry Robinson and faces the challenge of fostering continuity during this change.
Currently, other Florida universities are also experiencing presidential transitions, indicating broader shifts within the state's educational leadership. With 15 members on FAMU's presidential search committee, community feedback plays a pivotal role. The committee chair, Deveron Gibbons, reassured participants, stating, "What you say is going to matter in terms of how we select the president." With this commitment to transparency and responsiveness, FAMU aims to identify leadership reflective of its unique culture and values.
Feedback—whether through technological initiatives or personal engagement—is increasingly recognized as central to improving educational experiences for students of all backgrounds. The collaborative efforts of universities, national education boards, and legislative measures are reshaping how educators respond to community needs, ensuring pathways to success are accessible to all students.