Research on Artificial Intelligence Inequality in Schools
Research reveals that a new type of inequality is developing in K-12 schools, driven by infrastructure, policy, and training rather than mere access to artificial intelligence tools.
Research conducted by Christopher Campos from Chicago Booth and John Singleton from the University of Rochester shows that a new form of digital inequality is emerging in the development of policies, routines, training, and infrastructure for artificial intelligence use in US schools.
The Rise of Artificial Intelligence in Schools
In June 2023, approximately twenty percent of school principals in the US reported that teachers used generative artificial intelligence, while two years later this rate reached ninety percent. The proliferation of artificial intelligence technologies in classrooms has increased rapidly.
A New Form of Digital Inequality
Researchers found that the issue stems not from a lack of equal access to artificial intelligence tools, but from the uneven development of policies, routines, training, and infrastructure governing school-level use. This situation is defined as a new type of digital inequality.
Research Findings and Data
Data obtained from a survey sent to more than 70,000 schools between December 2025 and February 2026 was analyzed. Eighty-eight percent of principals stated that artificial intelligence never or very rarely directly replaced instruction.
Training and Policy Deficiencies
While teachers' artificial intelligence adoption process outpaces formal training, a vast majority of principals reported that they do not have a written artificial intelligence policy on hand.
The Gap Between Advantaged and Disadvantaged Schools
Schools serving economically disadvantaged students scored lower on integration levels compared to more advantaged schools. Furthermore, the integration level in charter and private schools lagged behind traditional public schools.