When ChatGPT debuted in 2022, no states had policies related to generative artificial intelligence (genAI). Fast forward to April 2025, and at least 28 states have published guidance on AI in K-12 settings. This post offers an overview of how AI continues to shape state education policy and highlights trends that have evolved over the past several years.
As of April 1, 2025, only one AI-related education bill has been enacted this year: Mississippi’s S.B. 2426, which creates a state AI task force. However, legislative interest is clearly growing. At least 20 states have introduced AI-related education bills in 2025, including three that passed one chamber (Alabama H.B. 332, Hawaiʻi H.B. 546/S.B. 1622 and Maryland H.B. 1391/S.B. 0906). Our review shows a growing shift from early experimentation and exploratory research toward more structured discussions around guidance, oversight and use cases in schools.
Balancing Guardrails and Innovation
Policymakers are seeking ways to ensure safe and ethical AI use without slowing down innovation. States like California (A.B. 1064), Connecticut (S.B. 2) and Texas (H.B. 1709) recently introduced bills to create oversight boards and “regulatory sandboxes,” or flexible spaces where AI tools can be tested before being rolled out more broadly. So far in 2025, at least seven bills have called for some version of oversight, regulation or sandbox programs for AI in education.
This balance between innovation and accountability is echoed in recent recommendations from the Southern Regional Education Board’s Commission on AI in Education and state-level task force reports, including reports from Arkansas (2025) and Georgia (2024), which call for comprehensive risk-management policies, cross-sector collaboration and phased policy development across government agencies.
Focusing on Guidance and Task Force Reports
Legislation isn’t the only way states are addressing AI in schools. State leaders are increasingly turning to guidance documents and task forces to better understand needs and set direction. As task forces formed in previous years begin to release their findings, a clearer picture is emerging of shared priorities and challenges.
Task force reports from Arkansas (2025), Georgia (2024) and Illinois (2024) highlight similar priorities like creating curricular frameworks for AI literacy, investing in educator professional development, ensuring equitable access to these technologies within the state, protecting student data, and supporting districts and schools with implementation. Meanwhile, Maine (Executive Order, 2024) and Mississippi (S.B. 2426) recently launched education-specific AI task forces — signaling that more guidance is likely on the way. (Note: Maine’s Department of Education released its own AI guidance in February 2025).
Aligning Instruction and Developing the Workforce
State leaders are also exploring how AI can align career pathways with core instruction. Alabama H.B. 332 and Georgia H.B. 487/S.B. 249 would embed AI concepts into graduation requirements through computer science education. Tennessee has proposed requiring AI literacy instruction for students (S.B. 0514/H.B. 0531) and professional development for educators (H.B. 0545/S.B. 0677).
At the same time, several states are drawing lines around the role of AI in instruction. Bills introduced in Connecticut (H.B. 5877) and Texas (H.B. 2400/S.B. 382) aim to ban the use of AI to replace or deliver classroom instruction.
Each state is moving forward AI policies at their own pace. Still, some common themes are starting to take hold: putting guardrails in place, boosting AI literacy among students and educators, and exploring how AI can support both learning and workforce goals. As these policies take hold, ECS will keep tracking new legislation, guidance and implementation tools as well as support leaders in their implementation processes as needed.
