Summary of https://www.rand.org/content/dam/rand/pubs/research_reports/RRA100/RRA134-25/RAND_RRA134-25.pdf

A RAND Corporation report, utilizing surveys from the 2023-2024 school year, investigates the adoption and use of artificial intelligence tools by K-12 public school teachers and principals. The research highlights that roughly one-quarter of teachers reported using AI for instructional planning or teaching, with higher usage among ELA and science teachers and those in lower-poverty schools.

Simultaneously, nearly 60 percent of principals indicated using AI in their jobs, primarily for administrative tasks like drafting communications. The study also found that guidance and support for AI use were less prevalent in higher-poverty schools for both educators, suggesting potential inequities in AI integration. Ultimately, the report underscores the emerging role of AI in education and recommends developing strategies and further research to ensure its effective and equitable implementation.

• A significant portion of educators are using AI tools, but there's considerable variation. Approximately one-quarter of teachers reported using AI tools for instructional planning or teaching, with higher rates among ELA and science teachers, as well as secondary teachers. Notably, nearly 60 percent of principals reported using AI tools in their jobs. However, usage differed by subject taught and school characteristics, with teachers and principals in higher-poverty schools being less likely to report using AI tools.
• Teachers primarily use AI for instructional planning, while principals focus on administrative tasks. Teachers most commonly reported using AI to generate lesson materials, assess students, and differentiate instruction. Principals primarily used AI to draft communications, support other school administrative tasks, and assist with teacher hiring, evaluation, or professional learning.
• Disparities exist in AI adoption and support based on school poverty levels. Teachers and principals in lower-poverty schools were more likely to use AI and reported receiving more guidance on its use compared to their counterparts in higher-poverty schools. Furthermore, schools in higher-poverty areas were less likely to be developing AI usage policies. This suggests a widening gap in AI integration and the potential for unequal access to its benefits.
• Educators have several concerns regarding AI use, including a lack of professional learning and data privacy. Principals identified a lack of professional development, concerns about data privacy, and uncertainty about how to use AI as major influences on their AI adoption. Teachers also expressed mixed perceptions about AI's helpfulness, noting the need to assess the quality of AI output and potential for errors.
• The report highlights the need for intentional strategies and further research to effectively integrate AI in education. The authors recommend that districts and schools develop strategies to support AI use in ways that improve instruction and learning, focusing on AI's potential for differentiated instruction, practice opportunities, and student engagement. They also emphasize the importance of research to identify effective AI applications and address disparities in access and guidance, particularly for higher-poverty schools.