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Districts are responding in divergent ways to artificial intelligence鈥檚 potential to reshape teaching and learning, and most have refrained from defining a for schools to navigate AI, according to a review by the Center on Reinventing Public Education at Arizona State University. 

By searching for district communications and media coverage in each state from fall 2022 through summer 2023, CRPE identified districts publicly responding to AI last school year. We conducted more thorough research on these districts and .

Most of the reactions have revolved around ChatGPT, the large language learning model-based chatbot . 

Many large districts were initially wary of the new technology, with , and issuing , largely because of concerns over cheating. 

But many are adapting. New York City Public Schools , with Chancellor David Banks acknowledging a and a determination to “embrace its potential.鈥� 

in Washington State reported that while it blocked ChatGPT to 鈥済et out ahead of it,鈥� the district doesn鈥檛 plan to stop it long-term. In April, the district established a committee of teachers learning how to use ChatGPT to work on related policies.

In California’s , Superintendent Don Austin embraced ChatGPT鈥檚 potential to enhance learning and improve efficiency. Likening AI pushback to early resistance to calculators and the internet, the superintendent this spring to start using the technology. 

Supporting learning and emotional well-being

While most districts CRPE reviewed have not released precise plans for using AI, some are exploring opportunities. 

The introduced a tool called that functions like a literacy tutor that listens to students read and corrects mistakes in real time. The district piloted the tool at four schools last spring and had a small group of teachers experimenting with a tool to help create unit and lesson plans.

is piloting , an AI-powered 鈥渢utorbot鈥� created by Khan Academy to give students individualized support across core subjects. The program , offering personalized prompts, diagnosing errors and helping students develop deeper reasoning skills, and gives teachers .

in Arizona and in Texas are piloting AI-enabled 鈥渆arly warning鈥� programs that track student performance and send alerts if kids are off track. Mesa鈥檚 program collects academic, social and emotional data from teachers and students to predict up to three months in advance whether a student will pass or fail coursework. 

Creating new AI courses and standards

Other districts are designing curriculum to build students鈥� AI literacy. Most are in states creating conditions to help steward the advancement of AI curriculum. 

Baltimore County Public Schools an AI program at three high schools this year that will feature . The program is a byproduct of a 2020 state innovation grant, which funded district staff to develop curriculum and lead an advisory council.

In Georgia, the district is opening up a K-12, AI-themed that will provide progressively more sophisticated study of AI . This will in core subjects, and Gwinnett hopes that piloted lessons will spread across the entire district. The Georgia Department of Education worked with Gwinnett to write new academic standards so all schools in the state can launch their own AI courses.

A dozen districts in Florida, including those in the , are rolling out AI and data science programs this year in partnership with the , part of the university鈥檚 broader goal to infuse AI into K-12 curriculum across the state. The state is also providing funding to train teachers. 

Supporting teacher development

A small number of districts reviewed are using AI to strengthen teacher practice or generally orient educators to the technology as a teaching tool. 

This year, Spokane Public Schools in Washington, St. Vrain Valley School District in Colorado and Keller Independent School District in Texas an instructional coaching platform called that films classroom instruction and uses AI to offer teachers feedback and in developing an 鈥渁ction plan鈥� to implement suggestions.

in Maryland launched training sessions this summer to help teachers learn how to incorporate AI into their lessons as part of a three-year agreement with nonprofit training partner aiEDU, which provides curricula and learning resources. 

Improving communications and operational efficiency

Districts are using AI to provide individualized guidance to students and parents. In April, the announced a chatbot to answer parents’ and guardians’ questions online and track whether issues were resolved. In August, unveiled a chatbot 鈥渟tudent adviser鈥� that provides parents real-time access to grades, test results, and attendance and assists its 鈥溾�� program. is one of many Arizona districts using , a chatbot digital assistant that helps students navigate the federal student financial aid 鈥� FAFSA 鈥� application. 

Districts are also using AI-powered technology to support safety and operational efficiency. in Florida uses AI to . uses AI-powered, self-driving floor cleaners, and in North Carolina uses AI to detect student illnesses as part of their pandemic response. 

Districts face essential questions about AI in 2023-24

A year ago, few districts or stakeholders were paying much attention to AI. Now, it’s clear that this technology will evolve faster than districts can develop formal training and guidance for staff. Leaders need to respond by thinking through how they train their workforce to responsibly use AI, and prepare for fundamental shifts in teachers鈥� roles and students鈥� opportunities in the coming years.

We suggest that districts:

• engage early adopter educators to discuss strategies and guidelines;
  
• communicate regularly and transparently with parents;
  
• train teachers on responsibly using AI; and
  
• partner with organizations, industry and higher education institutions who have AI expertise and can weigh in on best practices. 

We also urge state departments of education and regional associations to provide guidance and tools to help districts navigate AI. Students, parents, teachers and employers are looking to districts to do this well and to provide a learning environment that is both safe and reflective of the 21st century and beyond.

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