As of March 2025, 28 states have published or adopted artificial intelligence (AI) guidance for K-12 education. As a majority of states have now set the groundwork for issuing guidance, many are looking toward integration of AI with specific instructional and support-related aims. Though new use cases in K-12 settings are likely to arise as this technology advances, states have focused their efforts primarily on instruction and support services so far.
Instruction and Curricula
At least five states have implemented or are in the process of developing pilot programs to foster integration and responsible use in the classroom. In the spring 2025, Connecticut launched an AI Pilot Program in seven districts. The pilot introduces students in grades seven-12 to state-approved AI-powered tools and is aimed at providing hands-on learning experiences. Educators also receive professional development on effective integration into the classroom. The development of Connecticut’s AI pilot was the result of Public Act 24-151, a large bonding and fiscal policy bill, which included a provision that required the State Department of Education to develop and implement the program.
Similarly, during the 2023-24 school year, the Indiana Department of Education launched the AI-Powered Platform Pilot Grant. This opportunity provided funding for a one-year implementation — covering subscription fees and professional development to facilitate high-dosage tutoring for students while reducing teacher workload with an AI platform. Of the teachers who participated, 53% indicated that their experience was either positive or very positive. The Indiana Department of Education lead this program by utilizing $2 million in federal COVID relief funds for the competitive grant awards. While this funding has dried up, some schools have chosen to continue their programs via the state’s Digital Learning Grant.
The Iowa Department of Education announced a $3 million investment to provide all Iowa elementary schools (public and nonpublic) with an AI reading tutor tool, which uses voice recognition to assist students as they read aloud. Rollout of this program will begin in the summer 2025.
Student Data Management
Some states have implemented AI technology for specific purposes like tracking and identification. For example, the Kentucky Department of Education has made an Early Warning Tool, which uses AI to mine student data with the goal of identifying students at-risk of dropping out or failing classes, available to every district. Through the data collected, every student is assigned a Graduation-Related Analytic Data Score, which teachers can access via an online platform. The this program predates the release of generative AI platforms like ChatGPT.
Four school districts in New Mexico are piloting Edia, an AI platform they hope will help with student absences. The platform automates tasks within student information systems to take over duties typically handled by attendance staff or robocalls. When a teacher marks a student absent, the system’s large language model (or chatbot), prompts the student’s parents or guardians to send additional information directly via text. This pilot program represents a district-led and funded initiative, driven by high rates of chronic absenteeism.
Looking Forward
While AI is increasingly prevalent and presents new opportunities for integration into classrooms, concerns related to equitable access and information has renewed longstanding conversations about the digital divide. An analysis of data from the 2018 American Community Survey conducted for All4Ed highlights that 16.9 million children lack access to high-speed internet and connected devices at home. Low-income, historically marginalized and rural students are more likely than others to face these barriers to access. In addition, some concerns have emerged about programs that track and identify students at risk of dropping out. A 2021 analysis of Wisconsin's longstanding early warning system found that when identifying a student for dropout, it was wrong nearly three quarters of the time, with those rates higher for Black and Hispanic students. As policymakers consider the opportunities and risk posed by AI, it is important ground programs in evidence-based practices that advance access and opportunity for all students.
