The K-12 school system shows that AI tools are for wealthy kids

Chicago Public Schools form a vast, complex system with many ranking among the best in America. However, many others are chronically underperforming, with high numbers of students from disadvantaged backgrounds, ranking among the worst in the nation. AI has the potential to significantly address the issues that have come to define American cities like Chicago. But a problem exists: AI development is progressing much more rapidly in high-income K-12 schools across the nation.

I worked as an evaluator for a nonprofit that offers student support services to Chicago high schools. Whenever I first visited a school, a quick look at its technological resources was often a reliable indicator of its ability to meet students’ diverse needs. The disparities in the quality and quantity of computer labs between Lincoln Park High School on Chicago’s affluent north side and Raby High School in economically disadvantaged East Garfield Park were striking.

Besides having a wide, up-to-date range of technology, Lincoln Park High School has a strong array of computer science courses and a prestigious program for academically gifted students. An attempt to transform Raby High School into a high-tech STEM school never really got off the ground, and the school now has a limited selection of computing resources and only a few tech-related courses.

Students in communities such as East Garfield Park fare worse than their peers in high-income communities. Sociologists like me usually attribute this to the combined impacts of various factors. Moreover, it doesn’t help that educators in Title 1 schools are consistently under-resourced. And this isn’t just an urban problem; rural schools, for example, are also at risk of being left behind.

The booming AI space currently has a global market that will reach [some figure] and a massive $112.3 billion by 2034. The immediate consequences are evident: many students from low-income backgrounds across America won’t be able to access AI’s ever-evolving tools to creatively and smoothly generate ideas, conduct research, edit assignments, and ultimately perform as well in classes as their high-income peers. Given AI’s rapidly growing scope, the achievement gap between youth proficient in AI and those who aren’t could be enormous. Racial minority students are likely to be the hardest hit.

Research revealed that approximately 61% of primary teachers with mostly non-white students had not received any AI training, compared to about 35% of teachers with predominantly white students. As white school districts continue to pull ahead, this gap will only widen. This means white students won’t only get early access to the latest and best AI technology but also an advantage in the skills that will drive .

As this unfolds, some of my colleagues have argued against increasing young students’ engagement with AI. Their argument is based on the unsettled notion that repeated exposure to AI will lead to ” and dependence, which in turn , particularly their problem-solving abilities.

Other critics point to , raising concerns that students might unconsciously absorb biases transmitted through AI chatbots and similar tools. And it’s true that there aren’t currently in education. Still, for many, AI’s benefits for students clearly outweigh the drawbacks. But this is only possible if we are strategic in how we foster students’ AI skills.

Currently, AI skills can be said to center around two aspects: . AI literacy involves understanding the purpose, functions, and ethics of AI. AI competency, on the other hand, relates to the development of technical skills, such as making an AI chatbot gather and synthesize information or analyze a spreadsheet. Many mid and high-income jobs that young people will be applying for in the near future–in fields like engineering, finance, law, and healthcare–will prioritize, if not exclusively require, applicants who can use platforms.

Already, low-income students, particularly Black and Latino students, are at a significant , much of which is linked to their . Research showed that 48% of Black youth and 31% of Latino youth have little or no independent digital skills–such as using word processors or finding and applying for jobs online–compared to only 16% of white youth.

Even in professions where AI won’t completely replace human roles, there’s a high likelihood it will reduce their scope, turning full-time positions into part-time ones and salaried jobs into non-benefit eligible hourly positions. Young people–especially those without a college degree–entering the workforce in the next decade will be particularly vulnerable to this shift. Currently, Black people are concentrated in , which include jobs in office support and food services. There will be an inevitable decrease in wages in these industries, along with higher unemployment risks. This is a significant factor in why AI is predicted to widen the wealth gap between Black and white households over the next 20 years.

There’s a among experts that youth should be exposed to AI fairly early, but in a very deliberate way. And fortunately, about AI having a positive impact on their school learning. There are several ways we can capitalize on their enthusiasm.

Currently, a is the biggest obstacle to balancing the AI divide, but new federal interest in expanding AI offers opportunities. Last April, President Trump signed an that calls for a task force to develop plans to create a K-12 education system capable of fostering an AI-ready workforce. It’s crucial that the task force’s recommendations prioritize funding for Title 1 schools and communities most severely affected by the longstanding digital divide, as well as communities at high risk of job losses due to AI.

Policymakers and school administrators should also establish AI learning standards focused on teaching students , how to identify AI and recognize AI-generated errors, and perform basic tasks like gathering and aggregating information. Such standards will ensure schools are genuinely working to develop students’ AI literacy and competency and hold educators accountable.

Finally, there’s a need to reimagine our school-industry relationships, a crucial channel for advancing AI in our education systems. As former education lead at , Nidhi Hebbar, , when Big Tech partners with K-12 schools, they usually do so with wealthier, white schools that already have substantial administrative and technological resources. Policymakers should require Big Tech to form long-term partnerships with disadvantaged school districts, focusing on upskilling educators through continuous AI training and providing students with access to free AI tools and resources. This commitment should also include supporting that offer youth education in AI entrepreneurship and pathways to AI-focused internships.

AI has the potential to help America regain its position in global education and achieve racial equity–a long-awaited but hard-to-reach goal. This won’t be possible if our institutions continue to focus on increasing access for privileged youth while continuing to underinvest in the nation’s disadvantaged youth.