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Which Khanmigo deployments are documented?
The cases answer different questions and should not be combined into a single two-year evaluation. The table separates their settings, periods, measures, and what their reported findings can support.
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| Evidence | Population and period | What it measured or reported | What the finding supports |
|---|---|---|---|
| Puerto Rico pilot, examined by Digital Promise | Puerto Rico; the report examines a school-year pilot. Sample size and exact implementation dates are not stated in the cited report summary. | Mixed methods: student math motivation, qualitative reactions, and teacher interviews. | The report says Khanmigo showed promise for math motivation and self-efficacy, while infrastructure limitations hindered use. This is evidence about reception and implementation, not a generalized achievement effect. |
| Khan Academy platform analysis, summarized by Khan Academy in November 2024 | About 350,000 students in grades 3–8 using the broader Khan Academy platform in 2022–23; students completed fall and spring MAP Growth assessments. About 221,000 students had two or more years of data in the longitudinal analysis. | Associations between platform use and MAP Growth results. About 9%—approximately 33,000 students—reached the recommended usage of 30 minutes per week, or 18+ hours across the school year. Platform users meeting that dosage had about 20% greater-than-expected learning gains in the analysis. | This is a platform-use association, not a Khanmigo-specific or causal result. Khan Academy said Khanmigo impact studies were underway at the time of the post. |
| Newark Public Schools case, reported by Khan Academy Districts | About 8,000 students in grades 3–8; three-year NJSLA math analysis, with baseline data from 2021–22 and subsequent years. | The case page reports that students who became “Yearly Proficient Learners” gained 6 NJSLA points, compared with 2 points for the state average. | This is a vendor case-study report, not a randomized estimate of Khanmigo’s effect. The described package includes content, AI tools, professional learning, and implementation support, so the contribution of Khanmigo cannot be isolated. |
| Reimagined Khan Academy pilot, described in Khan Academy’s 2026 retrospective | About 5,100 students across five U.S. districts in the 2025–26 pilot. | The retrospective describes product design feedback and changes, including embedding tutoring into practice and improving teacher and district monitoring. | This is the company’s product retrospective, not an independent outcome evaluation. |
Did Khanmigo improve student math scores?
The sources reviewed do not establish a causal learning effect attributable to Khanmigo. The 20% greater-than-expected gains reported in Khan Academy’s 2022–23 analysis concern use of the broader platform, not Khanmigo, and are an association rather than proof that platform use caused the gains. The Newark score comparison likewise describes progress within a multi-part district partnership; it does not separate the effect of AI tutoring from content, professional learning, or implementation support.
The Puerto Rico pilot addresses a different outcome: motivation and self-efficacy. Its reported promise in those areas is useful evidence about student response, but it should not be presented as a test-score result. These distinctions matter when a district sets success criteria: engagement, confidence, usage, and achievement are related questions, not interchangeable measures.
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What implementation lessons emerge from the pilots?
Put help inside the learning activity
In its 2026 retrospective, Khan Academy says its first AI integration launched in March 2023 and that it decided in January 2025 to rebuild Khan Academy and Khanmigo. The company reported that students often did not want to leave a practice activity to open a separate chat. Its redesign aimed to make help available within the practice flow and to adapt guidance to the moment: a gentle hint can invite a first attempt, while a more direct explanation may help after an error. These are product-design lessons reported by Khan Academy, not independently measured outcome findings.
Plan for access and infrastructure
Digital Promise’s Puerto Rico report says infrastructure limitations hindered students and teachers from using Khanmigo to its full potential. The Newark case also identifies technology access, sufficient learner access, consistent use, and equitable reach as implementation concerns. A rollout plan should therefore check whether students and teachers can reliably reach the tool in the settings where instruction occurs and whether access is distributed equitably. The cited reports do not establish a required device model or hardware specification.
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Support educators and the operational work around a rollout
The Newark case describes teacher training and change management alongside rostering, dashboards, access monitoring, and attention to consistent usage. It reports teachers using Khanmigo for lesson hooks, problem sets, examples tailored to student interests, rubrics, and lesson planning. These are practices described in that district case, not universal requirements or independently verified time savings.
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Khan Academy’s account of the 2025–26 pilot says classrooms surfaced needs for teacher assignment and monitoring tools, as well as district visibility into whether practice was becoming consistent. That feedback suggests monitoring should answer operational questions—who can access the tool and whether intended practice is happening—rather than treating a sign-in or usage count as evidence of learning.
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How should a district evaluate a Khanmigo rollout?
The cases point to a practical evaluation sequence, while leaving the specific targets to each district’s instructional goals and local conditions:
- Define the outcome before launch. Decide whether the evaluation is about student motivation, self-efficacy, usage, or achievement. Select a measure that directly addresses that outcome rather than treating one as a proxy for another.
- Document the intervention. Record which students and teachers have access, when implementation begins, what training and support are provided, and whether Khanmigo is used alongside other Khan Academy content or services. This makes it possible to describe what the district actually deployed.
- Check whether access and use are equitable. Monitor who can reach the tool and whether participation is consistent across intended groups. Investigate infrastructure barriers before interpreting low or uneven use as lack of interest.
- Interpret results against a credible comparison. A before-and-after change or comparison with a broader average can describe a pattern, but does not by itself show what caused it. Report the population, time period, assessment, and comparison clearly, and avoid attributing a package-level result to Khanmigo alone.
- Use findings to adjust implementation. Review educator feedback and monitoring information alongside student outcomes. If practice is not occurring as intended, address access, workflow, training, or assignment before drawing conclusions about tutoring effectiveness.
What a two-year Khanmigo claim would need to specify
Because the reviewed sources do not identify the particular two-year deployment implied by the original wording, that duration cannot be attached to Puerto Rico, Newark, or the 2025–26 pilot. A credible account of a specific two-year case would need to name the district or study, implementation dates, participating students, evaluation methods, and outcomes. Until those details are tied to a named case, the sound conclusion is narrower: the documented pilots reveal useful lessons about motivation, access, teacher support, product design, and measurement, but not a proven two-year Khanmigo achievement effect.
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