Difficult Lessons on Social Prediction from Wisconsin Public Schools | Social Foundations of Computation – Max Planck Institute for Intelligent Systems

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Social Prediction

Performative Prediction: Past and Future

Difficult Lessons on Social Prediction from Wisconsin Public Schools

Allocation Requires Prediction Only if Inequality Is Low

Digital Platforms, Power and Work

Performative Power

An Engine Not a Camera: Measuring Performative Power of Online Search

Causal Inference from Competing Treatments

Contesting Algorithmic Systems

Algorithmic Collective Action in Machine Learning

Decline Now: A Combinatorial Model for Algorithmic Collective Action

Algorithmic Collective Action in Recommender Systems: Promoting Songs by Reordering Playlists

Algorithmic Fairness

Fairness and Machine Learning: Limitations and Opportunities

Unprocessing Seven Years of Algorithmic Fairness

Science of Machine Learning Benchmarks

ImageNot: A Contrast with ImageNet Preserves Model Rankings

Don't Label Twice: Quantity Beats Quality when Comparing Binary Classifiers on a Budget

A Theory of Dynamic Benchmarks

Evaluating Large Language Models

Inherent Trade-Offs between Diversity and Stability in Multi-Task Benchmarks

Evaluating Language Models as Risk Scores

Fine-tuning Large Language Models

Training on the Test Task Confounds Evaluation and Emergence

Lawma: The Power of Specialization for Legal Tasks

Social Foundations of Computation Members Publications

Difficult Lessons on Social Prediction from Wisconsin Public Schools

An early warning system for predicting dropout across Wisconsin’s public schools is accurate, but ineffective. Our work explains why and illuminates a salient distinction between prediction and intervention [].

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Social Foundations of Computation Article Difficult Lessons on Social Prediction from Wisconsin Public Schools Perdomo, J. C., Britton, T., Hardt, M., Abebe, R. Computing Research Repository (CoRR) , January 2023 (Published) arXiv URL BibTeX