AI exposure: Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.
Reading this score
computed38.3% of this occupation's weighted task load is exposed, which puts Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors at the 68th percentile of 923 occupations. The capability is largely there. Its average task scores 2.4 out of 4 on what a current system can produce, and the frictions that hold other jobs in place are comparatively weak here.
What holds the line here is context. Across this occupation's 37 tasks it averages 2.01 out of 3, the highest of the five friction dimensions. In plain terms, the work depends on knowledge the model cannot hold. Much of this job runs on things that were never written down: what this particular organisation does, what happened last week, what the person across the table actually meant. That context is the barrier, and it erodes as systems are given more access.
The most exposed thing this job does is Establish clear objectives for all lessons, units, and projects and communicate those..., at 86.7%. The least is Attend professional meetings, conferences, and workshops to maintain and improve professional..., at 0.0%. A gap of 86.7% between two parts of the same job is the reason this index publishes at task level. An occupation-wide number would have hidden both.
Within educational instruction and library occupations, this one is less exposed than the median of 42.4% across the group's 62 roles, with 40 scoring higher. Being in an exposed family does not make a particular job exposed, and the reverse holds too.
What would move this score. Of 37 tasks, 25 are currently banded exposed, 4 assisted and 8 untouched. For that distribution to shift materially would take systems being given deeper access to the organisation's own records and history, which is already happening. The score is re-computed every quarter against a fresh capability reference, and the change is published rather than quietly applied.
Task by task
37 tasks, O*NET 31.0| Task | Exposed | Assisted | Untouched | Importance | Band |
|---|---|---|---|---|---|
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | 86.7% | 13.3% | 0.0% | 4.26 | exposed |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 86.7% | 13.3% | 0.0% | 3.65 | exposed |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 80.0% | 20.0% | 0.0% | 4.15 | exposed |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 80.0% | 20.0% | 0.0% | 3.65 | exposed |
| Select and schedule class times to ensure maximum attendance. | 80.0% | 20.0% | 0.0% | 3.56 | exposed |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | 76.7% | 23.3% | 0.0% | 3.66 | exposed |
| Maintain accurate and complete student records as required by laws or administrative policies. | 66.7% | 33.3% | 0.0% | 4.10 | exposed |
| Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. | 50.0% | 25.0% | 25.0% | 3.94 | exposed |
| Prepare reports on students and activities as required by administration. | 50.0% | 25.0% | 25.0% | 3.61 | exposed |
| Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. | 50.0% | 25.0% | 25.0% | 3.09 | exposed |
| Assign and grade class work and homework. | 45.0% | 30.0% | 25.0% | 4.15 | exposed |
| Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. | 45.0% | 30.0% | 25.0% | 3.55 | exposed |
| Collaborate with other teachers and professionals in the development of instructional programs. | 45.0% | 30.0% | 25.0% | 3.46 | exposed |
| Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. | 45.0% | 30.0% | 25.0% | 3.16 | exposed |
| Participate in publicity planning, community awareness efforts, and student recruitment. | 45.0% | 30.0% | 25.0% | 3.06 | exposed |
| Guide and counsel students with adjustment or academic problems or special academic interests. | 40.0% | 35.0% | 25.0% | 3.31 | exposed |
| Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. | 40.0% | 35.0% | 25.0% | 3.72 | exposed |
| Advise students on internships, prospective employers, and job placement services. | 40.0% | 35.0% | 25.0% | 3.03 | exposed |
| Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. | 38.5% | 28.1% | 33.3% | 3.76 | exposed |
| Select, order, and issue books, materials, and supplies for courses or projects. | 35.6% | 14.4% | 50.0% | 3.23 | exposed |
| Observe and evaluate students' work to determine progress and make suggestions for improvement. | 35.4% | 27.1% | 37.5% | 4.39 | exposed |
| Register, orient, and assess new students according to standards and procedures. | 35.4% | 27.1% | 37.5% | 3.50 | exposed |
| Meet with other professionals to discuss individual students' needs and progress. | 30.0% | 20.0% | 50.0% | 3.37 | exposed |
| Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements. | 30.0% | 20.0% | 50.0% | 3.07 | exposed |
| Train and assist tutors and community literacy volunteers. | 26.7% | 23.3% | 50.0% | 3.49 | exposed |
| Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. | 25.0% | 50.0% | 25.0% | 4.23 | assisted |
| Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. | 23.3% | 26.7% | 50.0% | 4.33 | assisted |
| Prepare and implement remedial programs for students requiring extra help. | 20.0% | 30.0% | 50.0% | 3.67 | assisted |
| Observe and evaluate the performance of other instructors. | 13.3% | 36.7% | 50.0% | 3.07 | assisted |
| Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 11.7% | 13.3% | 75.0% | 4.19 | untouched |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | 11.7% | 13.3% | 75.0% | 4.17 | untouched |
| Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. | 10.8% | 14.2% | 75.0% | 4.09 | untouched |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 5.0% | 20.0% | 75.0% | 3.91 | untouched |
| Prepare materials and classrooms for class activities. | 0.0% | 0.0% | 100.0% | 4.19 | untouched |
| Enforce administration policies and rules governing students. | 0.0% | 0.0% | 100.0% | 3.66 | untouched |
| Attend staff meetings and serve on committees, as required. | 0.0% | 0.0% | 100.0% | 3.43 | untouched |
| Attend professional meetings, conferences, and workshops to maintain and improve professional competence. | 0.0% | 0.0% | 100.0% | 3.20 | untouched |
Task text and importance ratings sourced from O*NET 31.0. Shares computed. The occupation score is the importance-weighted mean.
Where the score comes from
judgedEvery task is scored through the standardised work activities it maps to. These are this occupation’s averages on the six rubric dimensions. Capability is what AI can do; the other five are what stands in the way.
| Dimension | Mean | Scale |
|---|---|---|
| Capability | 2.42 | 0-4 |
| Embodiment | 0.56 | 0-3 |
| Presence | 1.52 | 0-3 |
| Accountability | 0.90 | 0-3 |
| Context | 2.01 | 0-3 |
| Verification cost | 1.31 | 0-3 |
What this means in practice
Where most of a role's weighted task load is exposed, the work that survives is usually the part of the job nobody wrote into the job description: deciding what should be produced rather than producing it, and being answerable for the result. The tasks lowest on this page are a better guide to where to spend your time than any general advice about the future of work.
Occupations either side of this one
The four closest scores in the same occupational family, then the four closest anywhere in the index.
Read this carefully. Exposure is not displacement. A high score means current AI systems can produce this work, not that anyone will stop paying a person to do it. Adoption depends on economics, regulation and inertia that this index deliberately does not model. How the score is built.