Models for student reading performance can empower educators and institutions to proactively identify at-risk students, thereby enabling early and tailored instructional interventions. However, there are no suitable publicly available educational datasets for modeling and predicting future reading performance. In this work, we introduce the Enhanced Core Reading Instruction (ECRI) dataset, a novel large-scale longitudinal tabular dataset collected across 44 schools with 6,916 students and 172 teachers. We leverage the dataset to empirically evaluate the ability of state-of-the-art machine learning models to recognize early childhood educational patterns in multivariate and partial measurements. Specifically, we demonstrate a simple self-supervised strategy in which a Multi-Layer Perception (MLP) network is pre-trained over masked inputs to outperform several strong baselines while generalizing over diverse educational settings. To facilitate future developments in precise modeling and responsible use of models for individualized and early intervention strategies, our data and code are available at https://ecri-data.github.io/.

Increased training parameters have enabled large pre-trained models to excel in various downstream tasks. Nevertheless, the extensive computational requirements associated with these models hinder their widespread adoption within the community. We focus on Knowledge Distillation (KD), where a compact student model is trained to mimic a larger teacher model, facilitating the transfer of knowledge of large models. In contrast to much of the previous work, we scale up the parameters of the student model during training, to benefit from over-parameterization without increasing the inference latency. In particular, we propose a tensor decomposition strategy that effectively over-parameterizes the relatively small student model through an efficient and nearly lossless decomposition of its parameter matrices into higher-dimensional tensors. To ensure efficiency, we further introduce a tensor constraint loss to align the high-dimensional tensors between the student and teacher models.

Graphical User Interface (GUI) automation holds significant promise for enhancing human productivity by assisting with computer tasks. Existing task formulations primarily focus on simple tasks that can be specified by a single, language-only instruction, such as "Insert a new slide." In this work, we introduce VideoGUI, a novel multi-modal benchmark designed to evaluate GUI assistants on visual-centric GUI tasks. Sourced from high-quality web instructional videos, our benchmark focuses on tasks involving professional and novel software (e.g., Adobe Pho-toshop or Stable Diffusion WebUI) and complex activities (e.g., video editing). VideoGUI evaluates GUI assistants through a hierarchical process, allowing for identification of the specific levels at which they may fail: (i) high-level planning: reconstruct procedural subtasks from visual conditions without language descriptions; (ii) middle-level planning: generate sequences of precise action narrations based on visual state (i.e., screenshot) and goals; (iii) atomic action execution: perform specific actions such as accurately clicking designated elements. For each level, we design evaluation metrics across individual dimensions to provide clear signals, such as individual performance in clicking, dragging, typing, and scrolling for atomic action execution. Our evaluation on VideoGUI reveals that even the SoTA large multimodal model GPT4o performs poorly on visual-centric GUI tasks, especially for high-level planning.

We study online classification under smoothed adversaries. In this setting, at each time point, the adversary draws an example from a distribution that has a bounded density with respect to a fixed base measure, which is known apriori to the learner. For binary classification and scalar-valued regression, previous works [Haghtalab et al., 2020, Block et al., 2022] have shown that smoothed online learning is as easy as learning in the iid batch setting under PAC model. However, we show that smoothed online classification can be harder than the iid batch classification when the label space is unbounded. In particular, we construct a hypothesis class that is learnable in the iid batch setting under the PAC model but is not learnable under the smoothed online model. Finally, we identify a condition that ensures that the PAC learnability of a hypothesis class is sufficient for its smoothed online learnability.

We consider contextual bandits with graph feedback, a class of interactive learning problems with richer structures than vanilla contextual bandits, where taking an action reveals the rewards for all neighboring actions in the feedback graph under all contexts. Unlike the multi-armed bandits setting where a growing literature has painted a near-complete understanding of graph feedback, much remains unexplored in the contextual bandits counterpart. In this paper, we make inroads into this inquiry by establishing a regret lower bound $\Omega(\sqrt{\beta_M(G) T})$, where $M$ is the number of contexts, $G$ is the feedback graph, and $\beta_M(G)$ is our proposed graph-theoretic quantity that characterizes the fundamental learning limit for this class of problems. Interestingly, $\beta_M(G)$ interpolates between $\alpha(G)$ (the independence number of the graph) and $\mathsf{m}(G)$ (the maximum acyclic subgraph (MAS) number of the graph) as the number of contexts $M$ varies. We also provide algorithms that achieve near-optimal regret for important classes of context sequences and/or feedback graphs, such as transitively closed graphs that find applications in auctions and inventory control. In particular, with many contexts, our results show that the MAS number essentially characterizes the statistical complexity for contextual bandits, as opposed to the independence number in multi-armed bandits.

Diffusion models generate new samples by progressively decreasing the noise from the initially provided random distribution. This inference procedure generally utilizes a trained neural network numerous times to obtain the final output, creating significant latency and energy consumption on digital electronic hardware such as GPUs. In this study, we demonstrate that the propagation of a light beam through a transparent medium can be programmed to implement a denoising diffusion model on image samples. This framework projects noisy image patterns through passive diffractive optical layers, which collectively only transmit the predicted noise term in the image. The optical transparent layers, which are trained with an online training approach, backpropagating the error to the analytical model of the system, are passive and kept the same across different steps of denoising. Hence this method enables high-speed image generation with minimal power consumption, benefiting from the bandwidth and energy efficiency of optical information processing.

We study online classification when the learner has access to predictions about future examples. We design an online learner whose expected regret is never worse than the worst-case regret, gracefully improves with the quality of the predictions, and can be significantly better than the worst-case regret when the predictions of future examples are accurate. As a corollary, we show that if the learner is always guaranteed to observe data where future examples are easily predictable, then online learning can be as easy as transductive online learning. Our results complement recent work in online algorithms with predictions and smoothed online classification, which go beyond a worse-case analysis by using machine-learned predictions and distributional assumptions respectively.

Existing Goal-Conditioned Reinforcement Learning (GCRL) algorithms are built upon Hindsight Experience Replay (HER), which densifies rewards through hindsight replay and leverages historical goal-achieving information to construct a learning curriculum. However, when the task is characterized by a non-Markovian reward (NMR), whose computation depends on multiple steps of states and actions, HER can no longer densify rewards by treating a single encountered state as the hindsight goal. The lack of informative rewards hinders policy learning, resulting in rolling out failed trajectories. Consequently, the replay buffer is overwhelmed with failed trajectories, impeding the establishment of an applicable curriculum. To circumvent these limitations, we deviate from existing HER-based methods and propose an on-policy GCRL framework, GCPO, which is applicable to both multi-goal Markovian reward (MR) and NMR problems.GCPO consists of (1) Pre-training from Demonstrations, which pre-trains the policy to possess an initial goal-achieving capability, thereby diminishing the difficulty of subsequent online learning.

The app reads your email inbox and your meeting calendar, then gives you a short audio summary. It can help you spend less time scrolling, but of course, there are privacy drawbacks to consider.

I Have a Warning for Everyone. Consider this my open admission. When I graduated from UC-Berkeley with my "useless" comparative literature degree, into one of the bleakest job markets in recent American memory, I thought to myself, . That was what brought me to marketing myself as an "academic editor," and an "admissions essay advisor," on various freelancing websites last fall. I figured I had done my fair share of editing for friends throughout the years, and I needed another gig to supplement my inconsistent substitute-teaching paychecks.