New Issue Brief: Setting Classroom Expectations in the Age of AI

States should develop AI usage frameworks based on students’ grade level capabilities 

NEW YORK, NY – Education is facing a new frontier in learning with the introduction of AI in classrooms. Over 30 states have issued AI guidance mainly focusing on implementation and teacher use, but none have addressed at what age children should be using the technology. 
 
In a new issue brief, Manhattan Institute fellow Jennifer Weber argues that a one-size-fits-all policy for AI usage in schools misses the mark. Weber explains that older technology, such as television and computers, changed how students received information but did not change the fundamental process of learning, unlike AI. Now, Generative AI can do the work that students are supposed to do themselves, resulting in cognitive offloading.  
 
Weber urges states, especially New York, which has not issued any basic guidance, to adopt an AI usage framework that considers developmental capabilities by grade level. Swift action will determine whether students develop the independent thinking that school is designed to build, or whether AI builds it for them. 

Weber recommends the following framework for AI use in K–12 education: 

• Grades K-2: Students may not use AI; teachers may use AI for behind-the-scenes support.
• Grades 3-5: Students may use AI limited to teacher-led contexts and tutoring tools; no AI-generated assistance permitted. 
• Grades 6-8:Students may use AI only after independent work under teacher supervision; AI literacy curriculum is required. 
• Grades 9-12: Students must produce independent work first but may engage with AI under expanded conditions and guardrails. 

Additionally, Weber makes further recommendations to protect student learning and establish minimum standards: 

• Require AI-free assessments at all grade levels.
• Require public transparency and parental disclosure for AI use in schools.
• Establish a statewide registry and procurement framework for AI tools. 

Click here to read the full issue brief.