Global AI Impact Commons
AI-Powered Literacy Platform for Public Education
Brazil
Education
Implementing Organisation
Letrus
Brazil, Sao Paulo, Sao Paulo
Implementing Point of Contact
Thiago Pereira Rached
CEO
Contributor of the Impact Story
Letrus
Year of implementation
2017
Problem statement
Students in public schools face persistent challenges in developing strong reading and writing skills. Traditional classroom methods often lack capacity for personalized feedback at scale, leading to learning gaps that disproportionately affect students from underserved communities.
Impact story details
Letrus is a pioneer and UNESCO award-winning edtech company that has been using artificial intelligence to improve students' reading and writing skills at scale since 2017. Over its trajectory, Letrus has supported the literacy development of thousands of students and is currently implemented across states and municipalities throughout Brazil, working closely with public education systems to reduce learning gaps and promote equity. Our Literacy Program addresses these challenges through an AI-driven, evidence-based platform designed for students in middle and high school levels, that connects every layer of the education system, from students to ministries, into a single ecosystem for literacy improvement.
AI Technology Used
Key Outcomes
Knowledge
Skills Impact
Inclusion
Equity
Efficiency
Productivity
Access
Reach
Accuracy
Quality Improvement
Impact Metrics
Improvement in students writing proficiency (ENEM essay scores)
Post-Implementation
An increase of approximately 0.09 standard deviations in full ENEM essay scores among students
Reduction of the public-private school achievement gap in writing
Post-Implementation
A reduction of approximately 9% of the public-private school gap in essay scores
Frequency and volume of individualized writing feedback received by students
Post-Implementation
Students received feedback on approximately 1.3 additional essays (approximately 40% increase) and grades on 1.6-1.7 additional essays (approximate 45% increase)
Reallocation of teacher time from grading to individualized pedagogical support
Post-Implementation
The share of teachers reporting very insufficient time fell to 9%, while individual student-teacher discussions increased by approximately 35%
Implementation Context
States of Goias, Mato Grosso, Espirito Santo, Piaui; Municipalities of Rio de Janeiro and Joinville
Students in public middle and high schools, Youth from underserved and socio-economically disadvantaged communities
Key Partnerships
Private and public education systems, Education authorities, Philanthropic foundations, Research institutions, International organizations, Fundacao Lemann, Fundacao Bradesco, J-PAL/MIT, Peninsula Participacoes, Parceiros da Educacao, B3 Social, Imaginable Futures
Replicability & Adaptation
The implementation requires adaptation to local language, curriculum, assessment standards, and public education governance.
Supporting Materials
* The data presented is self-reported by the respective organisations. Readers should consult the original sources for further details.