STUDENT/STANDARDS: Requests the State Board of Elementary and Secondary Education to incorporate artificial intelligence into content standards

2026 Regular Session Introduced by Adrian Fisher

Louisiana BESE would be required to integrate AI into K-12 standards, embedding AI literacy across subjects and grades.

Taken by the Clerk of the House and presented to the Secretary of State in accordance with the Rules of the House.

Summary of Bill HR 249 (2026) – Louisiana

Purpose and intent

HR 249 requests the State Board of Elementary and Secondary Education (BESE) to incorporate artificial intelligence (AI) into Louisiana content standards.

The bill aims to ensure that K-12 educational standards address AI concepts, applications, and implications, integrating AI literacy into the state’s framework for student learning.

Key provisions and changes

Directive to BESE: The bill formally directs BESE to incorporate AI into existing content standards. This signals a requirement for standards to include informed instruction on AI.

Scope of emphasis: While not specifying every detail, the intent is to embed AI-related knowledge, skills, and considerations within relevant subject areas and grade bands as part of the standard-setting process.

Alignment considerations: The change would necessitate alignment of curriculum frameworks, teacher guidance, assessment benchmarks, and instructional materials with AI content standards.

Stakeholder input: The measure implies consideration of input from educators, administrators, and possibly other stakeholders during the BESE standard revision process, though specific processes are not detailed in the filing.

Who is affected

Students: Beneficiaries of updated standards that include AI literacy and understanding.

Teachers and schools: Educators would implement revised standards, curricula, lesson plans, and assessments; schools may need to acquire resources and professional development to teach AI concepts effectively.

BESE and state education agencies: Responsible for revising and adopting the updated content standards and ensuring alignment across grade levels and subjects.

Potential vendors and publishers: Providers of curricula, instructional materials, and assessment tools may align products to the updated standards.

Procedural and timeline aspects

Current status: As of the 2026 session action history, the bill has been read by title and referred to the Committee on Education (May 7, 2026).

Next steps: The Committee on Education would review the proposal, potentially hold hearings, and decide whether to advance the bill with amendments or to report favorably to the full House.

Legislative trajectory: If passed by the House, the bill would move to the Senate and follow the usual legislative process for approval, potential revisions, and eventual enactment into law, subject to gubernatorial consideration.

Potential impacts and considerations

Educational impact: Introducing AI into standards could elevate student preparedness for a tech-centered economy, promote digital literacy, and foster critical thinking about AI applications and ethics.

Implementation considerations: Requires development of age-appropriate content, professional development for teachers, selection of instructional materials, and alignment with assessment systems.

Equity and access: Districts with varying resources may face challenges in implementation; state supports or funding could influence successful adoption.

Long-term guidance: The bill lays groundwork for ongoing updates as AI technologies evolve, necessitating periodic review of standards to keep pace with advancement.

If you’d like, I can tailor this summary to a specific audience (e.g., policymakers, educators, or the general public) or add a comparison to related AI-literacy initiatives in other states.