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The available reports offer useful lessons about deploying Khanmigo, but they do not identify a single, named two-year deployment. They describe separate efforts in Puerto Rico, Newark, and five U.S. districts; their findings should not be combined into one evaluation. The clearest lessons are that tutoring works best when it fits into students’ practice, access and infrastructure shape who can use it, and schools need educator training and ways to monitor use. The evidence reviewed does not establish that Khanmigo caused higher test scores.
Is there a documented two-year Khanmigo deployment?
Not in the reports described here. Digital Promise’s report covers a Puerto Rico pilot; Khan Academy Districts describes Newark Public Schools’ partnership and a three-year analysis; Khan Academy’s later retrospective discusses a 2025–26 pilot of a reimagined platform. These are distinct cases, not evidence of one identified two-year Khanmigo study. The available material does not establish that study’s district, dates, sample, methods, or outcomes.
That distinction matters: a product pilot, a district implementation, and an analysis of broader Khan Academy platform use answer different questions. The cases below are useful for understanding implementation and reported outcomes, but none should be presented as the missing two-year evaluation.
What did the separate reports examine?
| Evidence stream | Population and period | What it examined or reported | What it can establish |
|---|---|---|---|
| Puerto Rico pilot report by Digital Promise | A school-year pilot; the report examines students and teachers in Puerto Rico. | Mixed methods, including 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. | Reported reception and implementation conditions in this pilot, not a generalized achievement effect. Read the Digital Promise report. |
| Khan Academy platform analysis | About 350,000 students in grades 3–8 completed fall and spring MAP Growth assessments during the 2022–23 school year. | Khan Academy’s November 2024 post reported an association between platform use and greater-than-expected learning gains. About 9% of the sample, or approximately 33,000 students, reached the recommended dosage of 30 minutes per week (18 or more hours across the school year). About 221,000 students had two or more years of data in the longitudinal analysis. | Platform-use associations, not a Khanmigo-specific causal result. Khan Academy said Khanmigo impact studies were underway. Read the November 2024 efficacy post. |
| Newark Public Schools case | About 8,000 students in grades 3–8 in a three-year NJSLA math analysis, with baseline data from 2021–22 and subsequent years. | Khan Academy Districts reports that students who became “Yearly Proficient Learners” gained 6 NJSLA points, compared with 2 points for the state average. Its account describes a package combining content, AI tools, professional learning, and implementation support. | A vendor-reported longitudinal association, not a randomized estimate and not an isolated estimate of Khanmigo’s contribution. Read the Newark case study. |
| Reimagined-platform pilot | About 5,100 students across five U.S. districts in the 2025–26 pilot, as reported in Khan Academy’s 2026 retrospective. | The company describes product-design lessons, including integrating tutoring into practice and giving teachers and districts monitoring tools. | A vendor retrospective about product design, not an independent outcome evaluation. Read the 2026 retrospective. |
Did Khanmigo improve student math scores?
The reviewed evidence does not establish a causal learning effect attributable to Khanmigo. The often-cited figure of about 20% greater-than-expected learning gains comes from Khan Academy’s analysis of its broader platform: it describes an association for students using the platform for at least 30 minutes weekly, or 18 or more hours over the 2022–23 school year. It is not a Khanmigo-specific finding, and it does not show that the platform caused those gains.
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Newark’s reported NJSLA changes also cannot isolate Khanmigo’s effect from the other elements of the district package, including content, professional learning, and implementation support. The Puerto Rico report’s findings concern motivation and self-efficacy, alongside constraints on use; they should not be recast as proof of higher achievement.
Sal Khan described Khan Academy’s stated priority in the 2026 retrospective: “Our primary objective at Khan Academy is that we want to improve academic outcomes as measured by interim assessments, summative test scores. That’s our number one goal.” This is a statement of the organization’s objective, not a study result.
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What implementation lessons emerge?
Make tutoring part of the practice flow
Khan Academy says its first AI integration launched in March 2023, and that it decided in January 2025 to rebuild Khan Academy and Khanmigo. In its 2026 retrospective, the company says students often did not want to leave practice to open a separate chat. The redesign aimed to make help available within practice, with different support depending on where a learner was: gentle hints can encourage an initial attempt, while a more direct explanation may help after an incorrect answer. These are product-design lessons reported by the vendor, not measured proof of improved outcomes.
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Digital Promise reports that infrastructure limitations hindered students and teachers in the Puerto Rico pilot from using Khanmigo to its full potential. Newark’s case study also identifies technology access, sufficient learner access, consistent usage, and equitable reach as implementation concerns. Together, these reports show why access is part of the deployment itself: an intended tutoring routine cannot reach learners consistently if they cannot reliably use the tool. The sources do not establish a particular device model or hardware specification.
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Train educators and manage the rollout
Newark’s case page describes teacher training and change management, as well as rostering, dashboards, use monitoring, and attention to consistent usage. It reports that teachers used Khanmigo for lesson hooks, problem sets, tailoring examples to student interests, rubrics, and lesson planning. These are practices reported for Newark, not universal requirements or independently measured time savings.
Give teachers and districts visibility
Khan Academy’s account of its 2025–26 pilot says classrooms surfaced a need for teacher assignment and monitoring tools, plus district visibility into whether practice was becoming consistent. That points to an operational need: educators should be able to see whether students are using the support as intended, rather than assuming that access alone means meaningful use. The retrospective describes a design response, not evidence that monitoring itself improved learning.
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How should a school interpret results from a pilot?
Keep the outcome and the intervention specific. Motivation and self-efficacy, MAP Growth associations, and NJSLA score changes are different measures from different populations and periods. A school evaluating its own rollout should avoid treating one as a substitute for another or attributing a broader platform package’s results to Khanmigo alone.
- Identify the actual implementation: record the district or school, dates, participating grades, access conditions, and what combination of tools and supports students received.
- Track reach as well as outcomes: distinguish students who could access the tool from those who used it consistently; the platform analysis’s reported dosage threshold was 30 minutes weekly across the school year, but that finding is not a Khanmigo effectiveness threshold.
- Separate observations from causal claims: usage associations and changes over time can inform decisions, but without a design that isolates the tool’s contribution they do not prove that Khanmigo produced a score change.
- Include implementation evidence: educator feedback, infrastructure constraints, and whether tutoring fits classroom practice help explain why use may be uneven.
The official Khanmigo product page describes student and family functions, teacher features, and classroom access through school or district implementations. Actual access arrangements depend on the relevant implementation.
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