10 Washington districts test AI in schools with Microsoft funding
Ten Washington school districts are running an 18-month experiment with artificial intelligence, backed by $75,000 grants from Microsoft announced in February. The program puts districts on the front lines of a debate over whether schools should embrace or restrict AI tools.
The participating districts-Bellevue, Federal Way, Issaquah, Kennewick, Highline, Manson, Puyallup, Quincy, Seattle and Walla Walla-are testing different approaches. Manson plans to launch a mandatory ninth-grade AI literacy class this fall. Seattle is writing guidance for teachers, students and families on when AI use is appropriate. Issaquah is building an AI agent to help high school students with disabilities understand their education plans in real time.
Districts can also receive up to $25,000 to work with a Microsoft-certified consultant. The program is part of the Microsoft Elevate Washington initiative to expand AI access across the state.
Why schools are moving forward despite concerns
Teachers and students are already using AI regardless of district policy. Fifty-four percent of students aged 13 to 17 used chatbots for schoolwork in a February 2026 Pew Research Center report-more than double the rate from 2024. Twelve percent said they used chatbots for emotional support.
Supporters argue AI can reduce administrative burden on teachers, freeing time to work directly with students. They say students need to learn how to use these tools responsibly for future jobs.
But skeptics worry the tools are untested with children and that company partnerships are really customer-acquisition strategies. Parents and educators have called for rolling back technology in schools over privacy concerns and effects on critical thinking. A March RAND survey found 67% of students agreed that AI use would harm their ability to think critically.
What educators say about the Microsoft program
District officials interviewed for this project said they don't feel pressured to adopt a particular product. Some already use Microsoft Copilot; others use Google Gemini or other tools. They applied for the grant because they were already experimenting with AI policies and teacher training.
Tina Brewer, director of professional learning in Kennewick, said the grant "has been an equalizer." Some teachers embrace AI while others remain skeptical. The cohort of diverse districts offers a chance to learn from peers facing similar questions.
Debra Knickerbocker, Seattle's digital learning manager, said networking was a major draw. Seattle has been releasing AI guidance for the past 18 months and wants to help students understand "when AI would make sense in our educational journey and when it might impact their critical thinking."
The case against moving too fast
Benjamin Riley, founder of Cognitive Resonance, which educates people on generative AI, said districts should "stop chasing technology hype." He views AI as a tool for cognitive automation that undermines education's core purpose: building knowledge and improving thinking.
Justin Reich, an associate professor of digital media at MIT, said schools face genuine pressure to "do something" but lack clear guidance on good policy or best practices. He recommends districts start with humility about what they don't know, run small experiments, gather data and adjust.
Emily Cherkin, a teacher, parent and ed-tech writer, worries about student privacy. She supports teaching students about AI but believes schools can do so without exposing children to potential harm. "The best thing you can do to prepare children for the world we live in is to give them the critical thinking and executive function skills offline," she said.
What districts are actually building
Manson Superintendent Tabatha Mires said the district started an AI class last year but found students lacked basic digital skills, including how to assess answers for bias. The district is exploring AI because it aligns with preparing students for a changing world. "If we just bury our heads in the sand, I don't think we are doing a great job," Mires said.
In Issaquah, the AI agent project grew from listening to students. Secondary students receiving special education services said it was burdensome to explain their accommodations to every teacher. Sharine Carver, the district's executive director of special education, acknowledged challenges: protecting medical information in student data and ensuring it won't be used to train AI models. The district plans to get student input on any product developed.
For educators navigating these decisions, resources on AI for Education and an AI Learning Path for Teachers can help build the knowledge district officials say they need.
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