The trustworthiness of AI decision-making systems is increasingly important. A key feature of such systems is the ability to provide recommendations for how an individual may reverse a negative decision, a problem known as algorithmic recourse. Existing approaches treat recourse outcomes as counterfactuals of a fixed unit, ignoring that real-world recourse involves repeated decisions on the same individual under possibly different latent conditions. We develop a causal framework that models recourse as a process over pre- and post-intervention outcomes, allowing for partial stability and resampling of latent variables. We introduce post-recourse stability conditions that enable reasoning about recourse from observational data alone, and develop a copula-based algorithm for inferring the effects of recourse under these conditions. For settings where paired observations of the same individual before and after intervention are available (called recourse data), we develop methods for inferring copula parameters and performing goodness-of-fit testing. When the copula model is rejected, we provide a distribution-free algorithm for learning recourse effects directly from recourse data. We demonstrate the value of the proposed methods on real and semi-synthetic datasets.

AI models surpassed the highest score recorded for a human test taker in this year's University of Tokyo entrance exam, a new study shows. If an artificial intelligence model such as ChatGPT had taken the entrance exams for Japan's top university in 2026, it would have been assessed as top of the class and admitted for scoring higher than any human test takers, a study by AI startup LifePrompt has found. The research used three major AI models -- ChatGPT 5.2 Thinking by OpenAI, Gemini 3 Pro Preview by Google and Claude Opus 4.5 by Anthropic -- and had them take the actual entrance exam used by the University of Tokyo in February 2026 to assess candidates for courses set to start in April. The university's category 3 science exam, often taken by those who want to enter the institution's medical school, is considered the most difficult exam to pass in Japan. In a time of both misinformation and too much information, quality journalism is more crucial than ever.

Student cognitive modeling (SCM) is a fundamental task in intelligent education, with applications ranging from personalized learning to educational resource allocation. By exploiting students' response logs, SCM aims to predict their exercise performance as well as estimate knowledge proficiency in a subject. Data mining approaches such as matrix factorization can obtain high accuracy in predicting student performance on exercises, but the knowledge proficiency is unknown or poorly estimated. The situation is further exacerbated if only sparse interactions exist between exercises and students (or knowledge concepts). To solve this dilemma, we root monotonicity (a fundamental psychometric theory on educational assessments) in a co-factorization framework and present an autoencoder-like nonnegative matrix co-factorization (AE-NMCF), which improves the accuracy of estimating the student's knowledge proficiency via an encoder-decoder learning pipeline. The resulting estimation problem is nonconvex with nonnegative constraints. We introduce a projected gradient method based on block coordinate descent with Lipschitz constants and guarantee the method's theoretical convergence. Experiments on several real-world data sets demonstrate the efficacy of our approach in terms of both performance prediction accuracy and knowledge estimation ability, when compared with existing student cognitive models.

Computerized adaptive testing (CA T), as a tool that can efficiently measure student's ability, has been widely used in various standardized tests (e.g., GMA T and

Virtually every aspect of your health can be traced back to your microbiome. But some tests are better than others. Some of the recipes look tasty. I admit it: I'm a sucker for metrics. Fitness trackers that keep tabs on my steps and sleep? A DEXA scan to give me too much information about my body composition?

The grade of membership model is a flexible latent variable model for analyzing multivariate categorical data through individual-level mixed membership scores. In many modern applications, auxiliary covariates are collected alongside responses and encode information about the same latent structure. Traditional approaches to incorporating such covariates typically rely on fully specified joint likelihoods, which are computationally intensive and sensitive to misspecification. We introduce a covariate-assisted grade of membership model that integrates response and covariate information by exploiting their shared low-rank simplex geometry, rather than modeling their joint distribution. We propose a likelihood-free spectral estimation procedure that combines heterogeneous data sources through a balance parameter controlling their relative contribution. To accommodate high-dimensional and heteroskedastic noise, we employ heteroskedastic principal component analysis before performing simplex-based geometric recovery. Our theoretical analysis establishes weaker identifiability conditions than those required in the covariate-free model, and further derives finite-sample, entrywise error bounds for both mixed membership scores and item parameters. These results demonstrate that auxiliary covariates can provably improve latent structure recovery, yielding faster convergence rates in high-dimensional regimes. Simulation studies and an application to educational assessment data illustrate the computational efficiency, statistical accuracy, and interpretability gains of the proposed method. The code for reproducing these results is open-source and available at \texttt{https://github.com/Toby-X/Covariate-Assisted-GoM}

A hallmark property of explainable AI models is the ability to teach other agents, communicating knowledge of how to perform a task. While Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions, it is unclear whether they also make good teachers for weaker agents. To address this, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data.