Report highlights challenges facing US schools over artificial intelligence curriculum

Emily Musil, managing director of social innovation at the Milken Institute, is advocating for the inclusion of artificial intelligence (AI) literacy as a metric in school report cards. She believes that as technology becomes increasingly integrated into all jobs, schools must adapt to prepare students for this reality. "Yes, I do think we'll get there," Musil said, referencing how schools have previously expanded curricula to include computer literacy and coding. However, she noted that parents currently lack insight into their children's understanding of advanced computing and AI tools.

Musil led research for a Milken Institute report released in November that calls on K-12 schools to emphasize AI literacy alongside critical thinking and decision-making skills. The report highlights significant obstacles in implementing such changes across U.S. schools.

Federal efforts to set standards for AI education date back to the Obama administration and were reinforced by the Trump administration's initiative “Advancing Artificial Intelligence Education for American Youth.” Despite these efforts, local implementation remains inconsistent. According to the Milken Institute report, 60 percent of U.S. schools or districts lack any guidance on generative AI usage, with many leaving decisions up to individual teachers due to rapid technological change.

A shortage of expertise further complicates matters: only 17 percent of current computer science teachers hold degrees in the subject. Musil explained that some educators are assigned topics outside their specialization as their responsibilities expand—a trend likely to continue with AI curricula.

The Milken Institute report outlines four focus areas for K-12 instruction: developmentally appropriate teaching about AI; ethical and critical use of AI tools; combining human cognition with AI applications; and prioritizing learning through human interaction rather than relying solely on screens.

The report also notes that early exposure is crucial: “K–12 education is often the first place they encounter STEM and computing topics,” it states. As workforce demands evolve, building robust curricula can help address skill gaps early on.

Gender disparity presents another challenge identified by the report. While girls make up nearly half of elementary school computer science students (49 percent), their representation declines steadily—to 44 percent in middle school, 33 percent in high school, and about 20 percent by college graduation.

Achieving these educational goals will require collective action from federal agencies, employers, philanthropists, industry leaders, policymakers, and educators. Michael Ellison, co-founder and CEO of CodePath—which supported the Milken Institute’s research—said: “This report makes it clear that the challenge is national in scope and the solutions must be collective... Philanthropists, industry leaders, policymakers, and educators all must act to rewire education and workforce systems for an AI-driven world.”

However, integrating rapidly evolving technology into classrooms carries risks. A recent study by The Center for Democracy and Technology found that increased use of AI can negatively affect student-teacher relationships; half of surveyed students reported feeling less connected with teachers when using AI during class time.

Elizabeth Laird from CDT commented: “As many hype up the possibilities for AI to transform education, we cannot let the negative impact on students get lost in the shuffle... Our research shows AI use in schools comes with real risks … Acknowledging those risks enables education leaders, policymakers, and communities to mount prevention and response efforts so that the positive uses of AI are not overshadowed by harm to students.”

A 2023 Department of Education report titled “Artificial Intelligence and the Future of Teaching and Learning” also cautioned against uncritical adoption: “We especially call upon leaders to avoid romancing the magic of AI or only focusing on promising applications or outcomes but instead to interrogate with a critical eye how AI-enabled systems and tools function in the educational environment,” it stated.

Musil argued that regardless of official policies or standards regarding classroom use of AI technologies, students are likely already engaging with them independently—and need proper guidance. "My daughter is told AI is cheating," she said. "But there’s lots of things to do with pedagogy with AI; that piece of it is going to be their future... When I’m hiring I want someone to use AI and know when it is cheating when it isn’t—and when it supports human thinking and when it supplants it."