get_school

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

With no annotations, the description must carry the behavioral burden. It states 'Get' indicating a read operation, but does not disclose behavior for invalid IDs, return format, or any side effects. It is adequate but not rich for a simple getter.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Is the description appropriately sized, front-loaded, and free of redundancy?

Two concise sentences, front-loaded with purpose and followed by an argument description. Zero waste and easy to parse.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

For a single-parameter getter with no output schema, the description is relatively complete. It states the input format and what the tool does. However, it does not describe the return shape or error handling, which could be important but is not critical for such a simple tool.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 0%, but the description compensates by specifying the nces_id as a 12-digit NCES school ID, adding format validation beyond the schema's generic string type. It does not explain how to obtain the ID, but for a single parameter this is sufficient.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Does the description clearly state what the tool does and how it differs from similar tools?

Description clearly states the tool gets the full profile for a school using its NCES school ID. This is a specific verb and resource, and it distinguishes itself from sibling tools that operate on districts, search, or address-based lookups.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Does the description explain when to use this tool, when not to, or what alternatives exist?

The description implies the tool is for use when you already have a specific NCES school ID, providing clear context. It does not explicitly mention when not to use it or alternatives, but the usage context is clear enough for a simple lookup tool.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.