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Reports

Generative AI in K-12 Classrooms: A Mid-year Implementation Report Across School Districts

This report presents mid-year findings from a year-long study with public school districts examining how teachers adopt and use Colleague AI, with platform usage linked to district administrative records on teacher and student demographics, attendance, and test scores. Teachers primarily use AI for lesson planning, standards alignment, and adapting classroom activities, with usage patterns varying by years of experience, credential status, and the demographic composition of their classrooms. Regression analyses explore correlational associations between teacher AI usage and changes in student interim assessment scores, contributing early quantitative evidence to inform future causal studies of generative AI’s impact on K-12 student outcomes.

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How Policy and Pedagogy Influence STEM Teachers' GenAI Use

This report from the AmplifyGAIN Center explores how school policy, social context, and pedagogical orientation shape K-12 STEM teachers’ adoption of generative AI. Drawing on an exploratory study, the authors examine whether teachers use AI for routine substitution or transformative student learning. Findings indicate that while many use cases focus on efficiency, student-centered beliefs and administrative backing catalyze meaningful classroom innovation. The report provides clear insights for education leaders aiming to align institutional guidelines, professional development, and resources to improve instruction.

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Accessible Accordion

This WestEd Perspectives brief draws on interviews with more than 60 educators to surface what teachers actually want from GenAI professional learning: sessions that connect to existing instructional priorities, are hands-on and grounded in classroom practice, meet a range of readiness levels, and unfold over time through collaboration. The brief translates these insights into concrete actions for state and district leaders.

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This report presents findings from a 7-week co-design pilot with 21 Washington State teachers and 600+ students showing that AI tools function most effectively as a “third agent” in classrooms when teachers provide clear scaffolding and framing, with narrative feedback valued over numeric scores and Student Growth Insights enabling real-time instructional adjustments.

Executive Summary Full Report

This report presents findings from a nationally representative survey of US public school math and science teachers examining their generative AI adoption, classroom use, perceptions of student learning impacts, and institutional support needs as educators navigate rapidly evolving AI integration pressures.

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Supplement Documents:

Survey Instrument

Technical Document