  High quality classroom discussion is important to student development,
enhancing abilities to express claims, reason about other students' claims, and
retain information for longer periods of time. Previous small-scale studies
have shown that one indicator of classroom discussion quality is specificity.
In this paper we tackle the problem of predicting specificity for classroom
discussions. We propose several methods and feature sets capable of
outperforming the state of the art in specificity prediction. Additionally, we
provide a set of meaningful, interpretable features that can be used to analyze
classroom discussions at a pedagogical level.
