ArticleScientific reports2026
Privacy-preserving federated learning for interpretable student at-risk prediction across schools.
Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Early-warning systems for at-risk students increasingly rely on predictive models trained on sensitive educational records. However, centralized learning pipelines raise concerns about privacy, institutional data sovereignty, and auditability, particularly when student-level data are shared across institutions. This study presents Federated Learning for At-Risk Student Prediction with Differential Privacy and Proof-Before-Train (FL-AtRisk-DP-PBT), a federated learning framework for multi-school at-risk prediction that integrates Federated Averaging (FedAvg)-based training, client-side DP, and a PBT protocol for verifiable logging of client participation and model states. The framework uses a single interpretable global logistic-regression classifier and is evaluated under centralized, standard federated, and FL + DP+PBT regimes on three educational datasets: a primary merged cohort of 14,003 students partitioned into 10 simulated schools, the xAPI-Edu-Data click-stream corpus, and the Students Performance in Exams dataset. On the primary dataset, the centralized model achieves 99.14% accuracy, F1 = 0.9915, and area under the curve (AUC) = 0.9998, while the FedAvg and FL + DP+PBT variants achieve 98.61%/0.9863/0.9993 and 98.00%/0.9802/0.9992, respectively. On xAPI and Exams, FL + DP+PBT reaches approximately 93-94% accuracy, F1 ≈ 0.92-0.93, and AUC ≈ 0.97-0.98. Coefficient-based feature-importance analysis indicates that FL + DP+PBT preserves broadly similar interpretation patterns to the centralized and non-private federated baselines. The PBT ablation introduces only small metric changes relative to DP-only federated training. Overall, the results suggest that interpretable federated at-risk prediction can retain competitive utility while keeping student records local and adding privacy-preserving and verifiable training mechanisms. These findings should be interpreted within the evaluated datasets, simulated school partitions, and label definitions.
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