In the last couple of weeks, the nation’s two largest school districts have imposed moratoriums. New York City will ban student-facing generative AI tools up through eighth grade, with limited use in high school. Products with AI features will turn those off, although tools for students with disabilities or English language learners will still have access to AI powered tools. Students will also have their overall screentime limited. Teachers may continue to use AI for planning, translation, and drafting purposes; but not grading, monitoring, developing special education plans or assisting students with mental health challenges. All of this will be reviewed over the next year (in theory) for evaluation and continuation in the 2027-2028 school year.
In Los Angeles, perhaps burned by billion-dollar edtech scandals of the past, LAUSD has restricted student access to generative tools for all students. This builds off of the June announcement limiting screen time. Teacher training is optional and AI usage is not regulated.
So should other districts and schools follow suit?
Both districts claim that such a pause is to allow time for committees and stakeholders to review data and policy. New York City itself is running pilot programs with AI software in several of its high school. However, my advice remains the same and that such a pause can be helpful if it has a set timeline and point.
Schools should encourage leaders, staff, students, and families to learn about AI – how it works, how it’s made, its implications, its uses, and its weaknesses. With this knowledge, especially informed by school’s beliefs and mission, these groups then need guided time to develop their own AI philosophies. Once these root beliefs around generative AI are created, commonalities and policies can be formed. The last step is having teachers use and having students explore these capabilities. For a school of average size, the time commitment may mean 2-3 hours of professional development, 2-3 faculty meetings of discussion, and then intentional time for planning student introduction and instruction. The parent side requires 1-2 dedicated hours of support.
Generative AI should not be scary but we must move forward and ensure that our adults and students are conscious and critical consumers of this technology. Whether LAUSD and NYC will be able to lead their large systems through such reflection and intention is unclear; but smaller systems and schools are called to do so this year.
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