ARTICLES

​

Chalkbeat, Why Sal Khan’s AI revolution hasn’t happened yet, according to Sal Khan

• "Kristen DiCerbo, the organization’s chief learning officer, said AI can only respond to students based on what they ask. And it turns out, she said, “Students aren’t great at asking questions well.” DiCerbo was initially hopeful that AI would be able to personalize instruction to students’ needs and interests. That hasn’t happened. “So far I am not seeing the revolution in education,” she said."

​

​Current Affairs, AI Is Destroying The University and Learning Itself

​

Education Week, Real-Time Data Shows Exactly How Students Use AI on School Technology | 

• An analysis of 1.2 million student AI interactions on school-issued devices in more than 1,300 districts found that 1 in 5 interactions involved "cheating, self-harm, bullying and other problematic behaviors".

​

The Guardian, Google faces lawsuit after Gemini chatbot allegedly instructed man to kill himself

• Google Gemini, the preferred model in K12 schools, allegedly led a 36-year old man with no documented history of mental health issues to suicide. What is striking about this incident is that all the "guardrails" were functioning as designed. The system even assured him guardrails were in place when he grew uncomfortable, and yet Gemini continued to lead him down a dark path. 

​​

MLA, Statement on AI and Assessment

• “Strongly opposes the use of generative AI technology as a primary means of assessing student writing. At no time should AI be used as the sole means of “grading” student essays”.

​​

RESEARCH & WHITE PAPERS

​

Ben Williamson et al., National Education Policy Center, Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good

Mary Burns et al., Brookings Institute, A new direction for students in an AI world: Prosper, prepare, protect

​

Stanford Scale Initiative, Understanding the Evidence Base for AI in K12 Education

• Analysis of 800+ papers finding only 20 "high-quality causal studies". "There are no high-quality causal studies of student AI use conducted in U.S. K-12 classrooms. Most studies examine short-term outcomes rather than long-term learning."

• GovTech, Stanford Researchers Find Thin Evidence Behind AI Classroom Tools 

​

Perlis RH, Gunning FM, Uslu AA, et al. Generative AI Use and Depressive Symptoms Among US Adults. JAMA Netw Open. 2026

• Article: How is AI use connected with depression?

• ​​”...daily or frequent use of AI is significantly associated with greater levels of depressive symptoms. The odds of reporting moderate depression were 30% higher among people who used AI each day.”

​​

Grace Liu, et al., AI Assistance Reduces Persistence and Hurts Independent Performance (pre-print)

• "In a series of large-scale human experiments, involving arithmetic and reading comprehension, we find that AI assistance improves immediate performance, but it comes at a heavy cognitive cost: after just ∼10 minutes of AI-assisted problem-solving, people who lost access to the AI performed worse and gave up more frequently than those who never used it. These findings raise urgent questions about the cumulative effects of daily AI use on human persistence and reasoning. We caution that if such effects accumulate with sustained AI use, current AI systems — optimized only for short-term helpfulness — risk eroding the very human capabilities they are meant to support."​​​

​