Illinois has taken a significant step by passing Senate Bill 2909, which prevents the use of AI in evaluating teachers. Senator Christopher Belt of Swansea emphasizes the need for evaluations based on human observation and professional judgment, rather than relying on AI systems. This decision supports educators by ensuring fair and clear evaluations, highlighting their actual performance in the classroom while safeguarding their privacy.
Education thrives on human interaction. The quality of instruction should be measured through human assessments, not automated systems. The bill reflects Illinois’ stance that AI can negatively impact teacher-administrator relations and privacy. Though this development is encouraging, AI poses further threats to students, affecting their connection with teachers and their privacy.
Data from the RAND American Youth Panel reveals that 70% of middle and high school students worry about AI’s impact on their critical thinking skills. While AI companies continue to sign contracts with school districts, offering free services and surveillance technology, there are concerns about the potential dependency they create on their products.
The financial implications are significant. Schools, already facing budget constraints, now contend with technology companies profiting at schools’ expense. Tax breaks for data centers reduce public school funding, further straining resources. Anthony Elmo of Good Jobs First points out that every dollar subsidizing a tech company is a dollar that doesn’t reach public schools.
Evidence from court documents shows tech companies targeting students in schools. Meta, TikTok, and Google have used various tactics to engage students with their platforms during school hours. This focus shifts students’ attention from education to social media and AI-related advertisements.
Public schools face an ongoing cycle of financial hardship. Data centers receive tax breaks; schools experience funding losses, which lead to cuts in teachers and resources. Overcrowded classrooms struggle with limited resources, and the use of Chromebooks and AI products complicates learning. Teachers endure difficult working conditions, impacting their evaluations.
Teachers’ involvement in policy-making is crucial, yet they often remain excluded. In drafting statewide guidance on AI use in classrooms, the Illinois State Board of Education did not engage current teachers. The 408-page document lists guidelines for AI use; however, it included panelists with conflicts of interest from AI companies.
The guidelines assert the importance of teacher-student interaction in education. Consulting classroom teachers would provide valuable insights into AI’s effects in the classroom. It’s time to acknowledge that tech companies may not have students’ and educators’ best interests at heart.
Liz Shulman, an educator and author, advocates for acknowledging AI’s challenges in schools and increasing teachers’ involvement in decisions. Her upcoming book, “By the Book: Inside Today’s Tech-Driven Classroom and How Literature Can Save Our Students,” further explores these issues. Shulman teaches at Evanston Township High School and Northwestern University.
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