In human-centric tasks such as healthcare and education, the heterogeneity among patients and students necessitates personalized treatments and instructional interventions. While reinforcement learning (RL) has been utilized in those tasks, off-policy selection (OPS) is pivotal to close the loop by offline evaluating and selecting policies without online interactions, yet current OPS methods often overlook the heterogeneity among participants. Our work is centered on resolving a pivotal challenge in human-centric systems (HCSs): how to select a policy to deploy when a new participant joining the cohort, without having access to any prior offline data collected over the participant? We introduce First-Glance Off-Policy Selection (FPS), a novel approach that systematically addresses participant heterogeneity through sub-group segmentation and tailored OPS criteria to each sub-group. By grouping individuals with similar traits, FPS facilitates personalized policy selection aligned with unique characteristics of each participant or group of participants. FPS is evaluated via two important but challenging applications, intelligent tutoring systems and a healthcare application for sepsis treatment and intervention. FPS presents significant advancement in enhancing learning outcomes of students and in-hospital care outcomes.

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.

We study online classification with general hypothesis classes where the true labels are determined by some function within the class, but are corrupted by unknown stochastic noise, and the features are generated adversarially. Predictions are made using observed noisy labels and noiseless features, while the performance is measured via minimax risk when comparing against true labels. The noisy mechanism is modeled via a general noisy kernel that specifies, for any individual data point, a set of distributions from which the actual noisy label distribution is chosen. We show that minimax risk is tightly characterized (up to a logarithmic factor of the hypothesis class size) by the Hellinger gap of the noisy label distributions induced by the kernel, independent of other properties such as the means and variances of the noise. Our main technique is based on a novel reduction to an online comparison scheme of two-hypotheses, along with a new conditional version of Le Cam-Birgé testing suitable for online settings. Our work provides the first comprehensive characterization for noisy online classification with guarantees that apply to the ground truth while addressing general noisy observations.

We present RobinHood, an offline contextual bandit algorithm designed to satisfy a broad family of fairness constraints. Our algorithm accepts multiple fairness definitions and allows users to construct their own unique fairness definitions for the problem at hand. We provide a theoretical analysis of RobinHood, which includes a proof that it will not return an unfair solution with probability greater than a user-specified threshold. We validate our algorithm on three applications: a user study with an automated tutoring system, a loan approval setting using the Statlog German credit data set, and a criminal recidivism problem using data released by ProPublica. To demonstrate the versatility of our approach, we use multiple well-known and custom definitions of fairness. In each setting, our algorithm is able to produce fair policies that achieve performance competitive with other offline and online contextual bandit algorithms.

We study an online classification problem with partial feedback in which individuals arrive one at a time from a fixed but unknown distribution, and must be classified as positive or negative. Our algorithm only observes the true label of an individual if they are given a positive classification. This setting captures many classification problems for which fairness is a concern: for example, in criminal recidivism prediction, recidivism is only observed if the inmate is released; in lending applications, loan repayment is only observed if the loan is granted. We require that our algorithms satisfy common statistical fairness constraints (such as equalizing false positive or negative rates -- introduced as "equal opportunity" in [18]) at every round, with respect to the underlying distribution. We give upper and lower bounds characterizing the cost of this constraint in terms of the regret rate (and show that it is mild), and give an oracle efficient algorithm that achieves the upper bound.

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 largescale 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/.

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 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.

Clustering is a ubiquitous task in data science. Compared to the commonly used k-means clustering, k-medoids clustering requires the cluster centers to be actual data points and supports arbitrary distance metrics, which permits greater interpretability and the clustering of structured objects. Current state-of-the-art k-medoids clustering algorithms, such as Partitioning Around Medoids (PAM), are iterative and are quadratic in the dataset size n for each iteration, being prohibitively expensive for large datasets.

Clustering is a ubiquitous task in data science. Compared to the commonly used k-means clustering, k-medoids clustering requires the cluster centers to be actual data points and supports arbitrary distance metrics, which permits greater interpretability and the clustering of structured objects. Current state-of-the-art k-medoids clustering algorithms, such as Partitioning Around Medoids (PAM), are iterative and are quadratic in the dataset size n for each iteration, being prohibitively expensive for large datasets.