- Projected reach by EOY 2028
- Pilot
- Evidence level
- O3 · Direct attribution
- Who gains
- None identified for this measured harm outcome (Analysis)
- Who bears the cost
- Students in the tested courses; broader costs not measured.
- Reach and scope
- One university; 2,379 students overall, 1,353 in the matched-course subset.
- Counterevidence and limits
- The full-sample grade effect was not statistically significant. The grade estimate comes from the matched-course subset (1,353 of 2,379 students). Three instructors who did not activate the tutor were excluded after assignment. The analysis plan was registered after data collection but before analysis. Uptake was low. Other tutoring interventions report positive results. Grades and LMS activity do not establish durable unassisted skill loss or isolate actual tutor-use effects.
- Boundary
- Separate narrow undergraduate result; does not resolve I-023 teen population learning claim.
- What would resolve it
- True if by 2028-12-31 an independently evaluated randomized or strong quasi-experimental study at another institution finds a statistically significant negative effect on its prespecified primary course-grade or achievement outcome from comparable course-integrated AI tutor access, using a within-course or equivalent comparator; False if qualifying evidence finds no negative effect or a benefit; Partially true if the effect is negative but not statistically significant, or qualifying results conflict. Conflicting results take precedence. Score only when qualifying evidence is available; no qualifying study is a measurement gap, not a False result.
- 2028 ledger test
- By 2028-12-31, an independently evaluated study at another institution will replicate lower course performance from comparable course-integrated AI tutor access under the frozen outcome and comparator rule.