AI in Schools / The Visual Edition / Story 06

NYC requires AI lessons. Chicago assigns curriculum work.

NYC requires student modules. Chicago assigns district curriculum work, California requires commission review, and North Dakota recommends teacher training.

Formative Spaces · Research reviewed October 6, 2026

NYC requires AI lessons. Chicago assigns curriculum work. NYC requires student modules. Chicago assigns district curriculum work, California requires commission review, and North Dakota recommends teacher training. These four documents assign different duties or advisory roles. NYC and Chicago have district policies. California has a law. North Dakota offers guidance. NYC · students. High school students must complete two 45-minute modules. Document status: District policy. Chicago · district. The district must develop and implement AI literacy suitable for each K–12 grade. Document status: District policy. California · commission. The commission must consider AI literacy during specified framework revisions and instructional material adoptions. Document status: Enacted law. North Dakota · districts. The framework recommends targeted professional development for educators. Document status: Guidance. The documents differ in responsible actors, triggers, grades and legal force. The file has no common measure of implementation or student completion. — The documents differ in responsible actors, triggers, grades and legal force. The file has no common measure of implementation or student completion.

Key findings

AI literacy can refer to required student instruction, district curriculum work, state review or teacher training. Each document names a different responsible actor and action.

California requires its commission to consider AI literacy during specified reviews. It does not require a course for every student. North Dakota recommends professional development for educators.

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Chart data and sources

selected instruments. These four documents assign different duties or advisory roles. NYC and Chicago have district policies. California has a law. North Dakota offers guidance.

Text and values represented in this visual
Place and authority	Responsible actor and action	Evidence
NYC · studentsDistrict policy	High school students must complete two 45-minute modules.	New York City Public Schools: Student-facing AI and screen-time policy Provision references nyc-ai-2026-27-8065ca4c14e4-a3
Chicago · districtDistrict policy	The district must develop and implement AI literacy suitable for each K–12 grade.	Chicago Public Schools: Student Acceptable Use Provision references chicago-student-acceptable-use-0bc94b24b21d-a1
California · commissionEnacted law	The commission must consider AI literacy during specified framework revisions and instructional material adoptions.	California: AI literacy in curriculum-framework review Provision references california-ab2876-d08021faffad-a0 california-ab2876-d08021faffad-a1
North Dakota · districtsGuidance	The framework recommends targeted professional development for educators.	North Dakota: K–12 AI guidance framework Provision references north-dakota-ai-framework-9b9859d88966-a1

The documents differ in responsible actors, triggers, grades and legal force. The file has no common measure of implementation or student completion.

Sources & Notes

Guidance on Artificial Intelligence and Screen Time
New York City Public Schools · Source checked October 6, 2026
- Grades 9–12 — AI Literacy
Reviewed record and version →
Student Acceptable Use | Chicago Public Schools
Chicago Board of Education · Source checked October 6, 2026
- Purpose
Reviewed record and version →
AB 2876, Chapter 927, September 29, 2024
California Legislature · Source checked October 6, 2026
- Education Code §33548(d)(1)
- Education Code §33548(d)(2)
Reviewed record and version →
North Dakota K-12 AI Guidance Framework | North Dakota Department of Public Instruction
North Dakota Department of Public Instruction · Source checked October 6, 2026
- Official page text
Reviewed record and version →

Release and evidence identity

Research release 2026-10-06-875e416b4116. Headlines and comparisons use this reviewed release. A changed record requires a new editorial review.

Source projection SHA-256: 9cd6a4996022129f1a1a1060c399a65f12c8f18bc7774fea67463c4d0dd981eb

nyc-ai-2026-27 / q13: 8065ca4c14e4a4c2006240db676bac63657eb202ff7ea09c1c1705a2dacb00f2
chicago-student-acceptable-use / q14: 0bc94b24b21ddd1237c6355021901d774f301ae730fa81b69d2ec033789a881d
california-ab2876 / ca2876_dom: d08021faffadfd585602c6071a65a91e9e32f8bd8e146a36816397f3a8c65cf4
north-dakota-ai-framework / state_ND: 9b9859d88966d282afb9de0f1a10a326bb3dcc3d3d6211a92300e974be74a99f

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Citation

Formative Spaces, “NYC requires AI lessons. Chicago assigns curriculum work.,” AI in Schools: The Visual Edition, research release 2026-10-06-875e416b4116, reviewed October 6, 2026. https://www.formativespaces.com/topics/classroom-ai/visuals/literacy-has-different-duty-holders