Examining the LEED Rating System Using Inverse Optimization
Why this work is in the frame
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Bibliographic record
Abstract
The Leadership in Energy and Environmental Design (LEED) rating system is the most recognized green building certification program in North America. In order to be LEED certified, a building must earn a sufficient number of points, which are obtained through achieving certain credits or design elements. In LEED versions 1 and 2, each credit was worth one point. In version 3, the LEED system changed so that certain credits were worth more than one point. In this study, we develop an inverse optimization approach to examine how building designers intrinsically valued design elements in LEED version 2. Because of the change in the point system between version 2 and version 3, we aim to determine whether building designers actually valued each credit equally, and if not, whether their valuations matched the values in version 3. Due to the large dimensionality of the inverse optimization problem, we develop an approximation to improve tractability. We apply our method to 306 different LEED-certified buildings in the continental United States. We find that building designers did not value all credits equally and that other factors such as cost, building type, and size, and certification level play a role in how the credits are valued. Overall, inverse optimization may provide a new method to assess historical data and support the design of future versions of LEED.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it