Jared Hurwitz is a former Junior Research Intern at the Center on Reinventing Public Education. His passion for education has driven a diverse range of experiences within the field. Through his work in the nonprofit sector, Jared collaborated with the University System of Maryland to design K-12 initiatives focused on dual enrollment and principal retention. He has also gained survey research experience at NORC Chicago, where he worked as a Survey Assistant on the National Survey of Early Care and Education. Additionally, Jared has a strong academic and professional background in data analysis and community engagement. He holds a BA in Philosophy, Politics, and Economics from the University of Michigan.
Introduction More Early Adopters are piloting systemwide AI strategies Early Adopters focus more on students, mostly with new tools Reimaginers keep pushing the boundaries of what’s possible with AI Districts must advance more coherent AI strategies for teaching and learning Across the country, the approach schools take towards Generative AI has changed: it’s moved from usage bans to pockets of experimentation to a broader conversation about how schools can and should use AI to enhance teaching, learning, and operations.
In the two years since ChatGPT’s release, generative AI (genAI) tools have flooded the K-12 education space. Each day, educators and administrators hear new claims about AI’s power to transform learning, while also facing warnings about its dangers.
Just two years after ChatGPT’s public introduction, generative AI has rapidly transformed many aspects of society and the workplace. McKinsey’s 2024 State of AI survey of global executives highlights a surge in AI adoption over the past year: 65% of respondents say their organizations regularly use generative AI—nearly double the figure from ten months prior—and 75% predict that it will drive significant or disruptive changes in their industries in the years ahead.