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As AI use expands in schools, states are beginning to define their role—often without clear federal direction. What actions are they taking, and how are they approaching AI integration in K–12 education?
- Research Reports
In 2024–25, Oakland Unified School District (OUSD) launched a districtwide pilot of virtual, high-dosage, 1:1 literacy tutoring in partnership with three providers: Hoot, Ignite Reading, and OpenLiteracy.
Latest Publications
- Research Reports
States and AI: An Early Look at How Early Adopters Are Approaching AI in Education
As AI use expands in schools, states are beginning to define their role—often without clear federal direction. What actions are they taking, and how are they approaching AI integration in K–12 education?
- Research Reports
Think Forward: Building a Coherent Approach to AI in Education
In November 2025, the Center on Reinventing Public Education (CRPE) convened a diverse group of policymakers, system leaders, educators, researchers, funders, and technology experts for the Think Forward: Learning with AI Forum in New Mexico.
- Research Reports
Virtual 1:1 Literacy Tutoring in Oakland Unified School District: Implementation and Effectiveness of a Pilot at Scale
In 2024–25, Oakland Unified School District (OUSD) launched a districtwide pilot of virtual, high-dosage, 1:1 literacy tutoring in partnership with three providers: Hoot, Ignite Reading, and OpenLiteracy.
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- Research Reports
Districts and AI: Early Adopters Focus More on Students in 2025-26
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.
Research Reports
Our studies span governance, systems, and practice in public education. Through our reports we help make sense of complex trends and data, communicate new possibilities for system change, and provide guidance and thought leadership to support that change.
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Independent peer review is an integral part of all CRPE research projects. Peer reviews are conducted by research or policy professionals who are not members of the CRPE project team. Some externally published work, such as commissioned papers, books and book chapters, journal articles, and op eds, may be hosted on other sites, and some may require purchase or subscriptions to view.