Governing GenAI through Redefinition, Regulation, and Innovation: Policy Responses in the Largest US School Districts

Generative artificial intelligence has forced school systems to rapidly pivot from reactive bans to proactive management. Yet, research on local policy responses remains scarce. This study analyzes how the twelve largest US school districts have responded to the introduction of GenAI. Through document and policy analyses, we identify three interrelated policy moves: redefinition of foundational concepts like academic integrity; regulation by creating standards for both users and vendors; and innovation through intentional experimentation. We offer a typology for district-level AI governance, highlight domains of regulatory changes, and suggest a baseline for future causal, evaluative, and implementation research.