{"id":122385,"date":"2026-07-29T05:46:19","date_gmt":"2026-07-29T05:46:19","guid":{"rendered":"https:\/\/www.europesays.com\/ai\/122385\/"},"modified":"2026-07-29T05:46:19","modified_gmt":"2026-07-29T05:46:19","slug":"gates-foundation-bets-on-credentials-ai-to-reach-students-before-2045-sunset-the-74","status":"publish","type":"post","link":"https:\/\/www.europesays.com\/ai\/122385\/","title":{"rendered":"Gates Foundation Bets on Credentials, AI to Reach Students Before 2045 Sunset \u2013 The 74"},"content":{"rendered":"

Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter<\/a><\/p>\n

With an eye on the clock, the Gates Foundation refreshed its vision for American schools Wednesday morning, unveiling a set of five-year goals intended to ease students\u2019 transition to college graduation and career success<\/a>.<\/p>\n

By 2030, the Foundation pledges to foster higher levels of math achievement; an increase in the number of first-generation college-goers; significantly improved pass rates for college freshmen; and a 25 percent jump in college credits successfully transferred between institutions. The campaign\u2019s overarching mission is to galvanize 10 million people to earn valuable academic or professional credentials over the next few decades.\u00a0\u00a0<\/p>\n

The reset comes a little over a year after the massive philanthropy, a global player in education, development, and public health, announced a 20-year countdown<\/a> to its dissolution in 2045. Approximately $200 billion in assets must be dispensed across the organization\u2019s portfolio ahead of that still-distant deadline, which will bring an end to a half-century of giving.<\/p>\n

Central to the organization\u2019s vision will be the integration of artificial intelligence into instruction and college advising. A recent flood of AI tools, such as tutoring chatbots<\/a>, has offered some hope of a leap forward in academic performance. But growing numbers of teachers relying on that technology, and a relative absence of standards of safety or effectiveness, suggest that results could be inconsistent over the next few years.<\/p>\n

Allan Golston, president of the Foundation\u2019s U.S. Program, told The 74 that his aspiration was to bring together educators and innovators to generate guidance on the best uses of AI and move the field closer to something like quality control.<\/p>\n

\u201cWe\u2019re concerned about the proliferation of tools out there, where teachers and school leaders and district leaders don\u2019t have the information they need to discern which ones to use or not to use,\u201d said Golston.<\/p>\n

<\/p>\n

RelatedSurvey: 60% of Teachers Used AI This Year and Saved up to 6 Hours of Work a Week<\/p>\n

<\/a><\/p>\n

In the spring of 2024, roughly one-third of teachers said<\/a> that they\u2019d employed AI in their work at least once. A year later, that proportion had almost doubled<\/a>. Yet in the same Gallup survey that reported the latter figure, 68 percent of respondents said they\u2019d received no training to proceed, and just 19 percent were employed at schools with a formal AI policy. Last July, the U.S. Department of Education published a Dear Colleague letter<\/a> outlining responsible uses for AI, including the development of tutoring applications.<\/p>\n

While much of the public attention around AI has been directed toward products accessed by students \u2014 which depend, in most cases, on children\u2019s willingness to actually participate<\/a> \u2014\u00a0the Gates announcement specifically mentions teacher-facing functions intended to help individualize instruction to learners at different levels of understanding.<\/p>\n

Golston cited as an example the Atlas dashboard<\/a>, developed by the company Kiddom and piloted among roughly 180 teachers in New York City. Using short quizzes administered at the end of the school day, Atlas provided regular status reports on each student\u2019s grasp of different math concepts; compared with demographically similar peers learning the same curriculum, middle schoolers using the program performed measurably better<\/a> on the tests over time.<\/p>\n

While the timely data was important, Golston argued that there was additional value in simplifying teachers\u2019 jobs: Instead of having to toggle between their core curricula, supplemental learning materials, and a separate assessment interface, they could access all of it through one source.<\/p>\n

\u201cThe burden of trying to make meaning out of all those inputs \u2014 which are critical to providing a quality education \u2014 rests on the teacher right now,\u201d he said. \u201cWe think it\u2019s possible to have AI do that behind the scenes and give teachers the information they need to be outstanding teachers for every single student.\u201d\u00a0<\/p>\n

AI advisors<\/p>\n

Boosting math performance has been the centerpiece of the Gates Foundation\u2019s K\u201312 strategy since its leaders made a $1.1 billion investment<\/a> in curriculum development and teacher training in 2022. That priority was restated in the organization\u2019s announcement Wednesday, which proposed to substantially increase the number of pupils completing Algebra 1 by the ninth grade.<\/p>\n

<\/p>\n

RelatedExclusive 74 Interview: Bill Gates Calls U.S. Education a \u2018Challenged Space\u2019<\/p>\n

<\/a><\/p>\n

Algebra has been an object of focus for over a decade<\/a> in the world of math education, seen as a gateway to the advanced skills needed for a career in STEM fields. Other Gates commitments also focused on what the organization characterized as vital pivot points where students often find themselves at risk of falling behind.<\/p>\n

One is the deployment of AI assistance to college advisors \u2014 especially those in comparatively low-capacity high schools, where some are charged with advising 400 or more children<\/a> each year. High schoolers who don\u2019t enjoy access to advisors or guidance counselors may be more likely to struggle with some of the procedural steps necessary to enroll in college.<\/p>\n

<\/p>\n

RelatedStudents Convene to Hammer Out AI Bill of Rights for Schools<\/p>\n

<\/a><\/p>\n

New AI agents could help keep track of which students have completed applications or filled out FAFSA forms, allowing humans to offer more personal services and perspective, Golston said. That may mean prodding an admitted student to buy their textbooks, or encouraging an academically high-performing applicant to pursue dual-enrollment courses that earn college credit.<\/p>\n

Carly Robinson, a Stanford University researcher whose work touches on both AI and the bonds between students and educators, agreed that easing the paperwork burden might allow advisors to focus on \u201cthe parts of the job that actually benefits from a human relationship.\u201d<\/p>\n

\u201cA huge share of their time goes to red tape rather than actually working with kids,\u201d Robinson wrote in an email. \u201cIf AI can absorb that logistical load, you\u2019re not replacing the counselor. You\u2019re directing them to be able to do more of the important work with students.\u201d<\/p>\n

<\/p>\n

RelatedCollege Advisers Shouldn\u2019t Need to Exist. In the Meantime, We Need More of Them<\/p>\n

<\/a><\/p>\n

The Foundation\u2019s other targets \u2014 including a redesign of first-year college classes to reduce the number of freshmen withdrawing from STEM coursework, and steps to facilitate the transfer of college credits \u2014 also clearly reflect \u201chigh-leverage areas where effective interventions can ripple out to millions of students,\u201d Robinson continued.<\/p>\n

In a notable development, the updated blueprint places an institutional emphasis firmly on secondary and post-secondary success, with an ultimate ambition of doubling the rate of growth in 18\u201334-year-olds who attain a \u201ccredential of value,\u201d<\/a> such as a college degree or professional license. While the Foundation has spent widely since the late 1990s, its most publicized education interventions have tended to focus on the K\u201312 sphere, from an early push for small high schools<\/a> to subsequent efforts around teacher evaluation systems<\/a> and the Common Core standards<\/a>.<\/p>\n

Golston, who will be leaving his position at the end of August, said the organization\u2019s strategic shift did not portend a retreat from younger students and that preparing middle and high schoolers for Algebra necessitated the development of rigorous and complementary math curricula from kindergarten onward.\u00a0<\/p>\n

What role artificial intelligence may play in that endeavor, if any, is unknowable. Acknowledging the incredible pace of evolution in frontier technology, Golston noted that the next few years could uncover entirely new applications for AI inside and outside the classroom.<\/p>\n

\u201cThat might be tutoring in Calculus 1, if a student needs help at 10 p.m. when they\u2019re studying and there\u2019s no teacher or teaching assistant available,\u201d he said. \u201cIt can also help students who have credits from across multiple systems to understand how those credits come together to get them on the path to a degree.\u201d<\/p>\n

Disclosure: The Gates Foundation provides financial support to The 74<\/a>.<\/p>\n

Did you use this article in your work?<\/p>\n

<\/p>\n

We\u2019d love to hear how The 74\u2019s reporting is helping educators, researchers, and policymakers. Tell us how<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter With an eye…\n","protected":false},"author":2,"featured_media":122386,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[2364,24,25,76,3578,66,13446],"class_list":["post-122385","post","type-post","status-publish","format-standard","has-post-thumbnail","category-ai","tag-k-12","tag-ai","tag-artificial-intelligence","tag-education","tag-gates-foundation","tag-news","tag-philanthropy"],"_links":{"self":[{"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/posts\/122385","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/comments?post=122385"}],"version-history":[{"count":0,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/posts\/122385\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/media\/122386"}],"wp:attachment":[{"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/media?parent=122385"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/categories?post=122385"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.europesays.com\/ai\/wp-json\/wp\/v2\/tags?post=122385"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}