Artificial Intelligence Governance in K-12 School Districts: Mapping Variation in Generative AI Policy Across Three Southeastern U.S. States

Abstract

School districts vary widely in their approaches to generative artificial intelligence (AI) policy. To characterize this emerging policy landscape, this study analyzes publicly available AI policies from 424 districts in Kentucky, North Carolina, and Tennessee. Using a nested mixed-methods design, it examines the extent to which district guidance supports the development of teacher AI competency across statewide policy environments and local contexts. Results reveal a fragmented policy landscape in which a minority of districts offer comprehensive guidance while most provide minimal direction, particularly regarding ethics and pedagogical considerations. Findings also suggest cross-state differences and economic disparities in AI policy quality.

Keywords

artificial intelligence school district policy AI literacy educational equity institutional isomorphism

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