AI Policy in Connecticut: A Statewide Discourse Analysis

We conducted a scan of publicly available AI policies from Connecticut public school districts and used discourse analysis and an infrastructure framework to understand the wide variety of messaging about AI. We find that school districts frame AI as useful, as an opportunity, and as harmful in policy discourse, indicating districts are grappling with the complexity of AI implementation. Some AI policies were in disciplinary sections of policy documents, others in instructional sections, with some offering definitions of AI and misuse policy and some offering extensive guidance. We recommend schools develop robust policies to guide teachers and students in using AI ethically and equitably.