Uneven AI Adoption in K–12 Education: Who’s Using It and What’s Holding It Back?

The RAND Corporation's study highlights the uneven adoption of AI tools among U.S. K–12 teachers and principals, with higher usage in lower-poverty schools and among younger educators. While AI is primarily used for lesson planning and administrative tasks, a lack of training and policy guidance hinders widespread and equitable integration.

The RAND Corporation’s latest report, based on data from the American Instructional Resources Surveys (AIRS) and the American School Leader Panel (ASLP), provides an in-depth analysis of artificial intelligence (AI) adoption among K–12 educators in the 2023–2024 school year. Conducted by researchers at RAND, the study highlights how AI tools are being integrated into teaching and school leadership, revealing disparities in adoption based on subject, experience, and school demographics. While AI adoption is growing, it remains uneven, with significant gaps in access and guidance, particularly among educators in high-poverty schools. The research underscores the urgent need for structured policies, training, and equitable access to AI tools to ensure that educators and students benefit from this rapidly evolving technology.

Who is Using AI in the Classroom?

The study finds that approximately one in four teachers reported using AI tools for instructional purposes during the 2023–2024 academic year. However, usage varied considerably by subject and grade level. English language arts (ELA) and science teachers were the most likely to engage with AI, with nearly 40 percent reporting its use, compared to just 20 percent of math and elementary school teachers. Secondary school educators were twice as likely to use AI as their elementary counterparts, and teachers with fewer years of experience reported adopting AI more frequently than their veteran colleagues.

Teachers in lower-poverty schools reported significantly higher engagement with AI compared to those in higher-poverty schools, suggesting that access to AI resources and training may be unevenly distributed. The availability of technology, exposure to professional development, and school leadership support were key factors influencing AI adoption. Teachers in well-resourced schools had more opportunities to explore AI, whereas those in underfunded schools often lacked access, guidance, or training to incorporate it effectively into their instructional practices.

How AI is Being Used in Schools

Among teachers who used AI, the majority did so for instructional planning rather than for direct student engagement. Sixty-four percent of AI-using teachers relied on these tools to help generate lesson plans, worksheets, and assessments, while only 36 percent introduced AI tools to their students. The most common applications included creating instructional materials such as discussion questions, quizzes, and problem sets.

Teachers also used AI to assess students by generating tests, providing automated feedback, and assisting with grading. Differentiated instruction was another key area, with educators adjusting reading levels of texts and tailoring assignments to accommodate students’ varied learning needs. Some teachers used AI for administrative purposes, including drafting emails, writing recommendation letters, and organizing lesson plans.

Despite these uses, AI adoption remains relatively infrequent. More than half of teachers using AI reported engaging with it only once a month or less, and only 19 percent incorporated it on a weekly basis. This suggests that while teachers recognize AI’s potential, it has not yet become a central tool in daily instruction.

School Principals Are Leading the Way in AI Adoption

The report also reveals that AI adoption is more widespread among school principals, with nearly 60 percent using AI tools for their work. Unlike teachers, principals primarily relied on AI for administrative functions. Drafting communications, including emails, newsletters, and social media posts, was the most common use, followed by broader school management tasks such as policy writing, event planning, and data analysis.

Many principals also used AI in teacher hiring, evaluation, and professional development, leveraging AI to generate job descriptions, create observation templates, and summarize feedback reports. Some principals actively encouraged teachers to integrate AI into their instructional planning by providing training and guidance, though such initiatives were more common in wealthier districts.

Despite the enthusiasm among school leaders, only 18 percent of principals reported that their schools or districts had formal policies guiding AI use among teachers and students. Schools in lower-income areas were significantly less likely to have such policies, further widening the gap between high- and low-poverty districts.

Challenges and Barriers to AI Integration

Despite the growing interest in AI, the report highlights several barriers to its widespread adoption. A lack of professional development was cited as the most significant challenge, with 72 percent of principals reporting inadequate training as a major hurdle. Concerns about data privacy were also prevalent, with 70 percent of educators expressing hesitation due to security risks. Many educators were unsure how AI could be effectively implemented in their work, with an equal proportion reporting uncertainty about its applications.

Only 18 percent of schools and districts had formal policies guiding AI use, meaning that most teachers and principals had no official framework to guide their adoption of AI. Schools in high-poverty areas were the least likely to have guidance, raising concerns that the technological divide in education may continue to grow unless targeted interventions are implemented.

The Future of AI in Education: Policy and Research Implications

The findings suggest several policy and research implications. The report recommends that school districts and state education agencies develop structured policies and professional development programs to support AI integration in classrooms. AI developers should focus on creating tools that address specific instructional challenges and ensure that these resources are accessible to teachers in high-poverty schools.

More research is needed to evaluate the impact of AI on student learning outcomes and to identify best practices for its use in education. By working together, policymakers, researchers, and educators can harness AI’s potential while mitigating its risks, ensuring that its benefits are equitably distributed across all schools.

While AI is becoming an increasingly relevant tool in education, its adoption is still in its early stages. The study shows that educators recognize its potential for lesson planning, student assessment, and differentiation, but lack the necessary training and guidance to use it effectively. As AI continues to evolve, districts and policymakers must take action to ensure that educators have the resources and knowledge they need to integrate AI in meaningful ways.