Chicago Public Schools represent an extensive, complex system, serving over 316,000 students across 630 locations. Some of these institutions are among the top-performing in the nation, while others struggle significantly as underperforming Title 1 schools. A significant number of students come from economically disadvantaged families, placing these institutions among the lowest in national rankings. The rise of AI holds potential to address the socioeconomic and racial disparities in educational outcomes that plague cities like Chicago. Yet, the core issue lies in the fact that AI initiatives are advancing considerably faster in wealthier schools.
During my time as an evaluator for a nonprofit focused on student support services in Chicago high schools, I consistently found that a school’s technological resources were often indicative of its ability to meet students’ diverse needs. For instance, the disparity in the quality and quantity of computing labs between schools like Lincoln Park High School, located in a prosperous neighborhood with 75% white, versus Raby High School in the economically disadvantaged East Garfield Park, where the population is 83% Black, was striking.
Lincoln Park High School boasts an extensive array of updated technologies, a diverse offering of computer science courses, and is home to an esteemed International Baccalaureate program tailored for academically gifted students. Conversely, a 2013 initiative by former Mayor Rahm Emanuel aimed to upgrade Raby High School into a high-tech STEM institution faltered, leaving it with limited computing resources and few technology-related courses.
Students in communities such as East Garfield Park tend to receive subpar education and have lower graduation rates compared to their counterparts in affluent areas. Sociologists often link this trend to the combined effects of segregation and disinvestment in their communities. The plight is exacerbated by the fact that educators in Title 1 schools often face challenges like being underpaid, under-resourced, and inadequately trained. This issue isn’t confined to urban settings; rural schools, often seen as technologically isolated, also risk being further marginalized.
The rapidly growing AI in education market is expected to reach about $7.1 billion this year and could soar to a remarkable $112.3 billion by 2034. The immediate impact is evident: numerous students from low-income backgrounds throughout the nation may not benefit from AI’s ever-evolving resources for idea generation, research, assignment editing, and overall academic success as their wealthier peers do. As AI continues to develop, the disparity between students proficient in AI and those lacking such skills may widen dramatically, with racial minority students likely facing the harshest consequences.
A recent assessment by RAND revealed that around 61% of primary teachers with predominantly nonwhite students had not received any AI training, compared to only 35% of teachers in predominantly white schools. As predominantly white districts ramp up their investment in AI, this gap is on track to broaden further. Consequently, white students will not only gain earlier access to cutting-edge AI technologies but also to the essential skills that will shape the future economy.
As this situation unfolds, some among my peers have argued against introducing younger students to AI, concerned that constant exposure may lead to “cognitive offloading,” potentially hindering their problem-solving skills and neurological development.
Critics also highlight entrenched biases in AI, raising concerns about students subconsciously adopting the prejudices inherent in AI chatbots and similar tools. Moreover, few guidelines exist for integrating AI into educational settings. Nonetheless, many, including educators like me, believe that the benefits of AI for students significantly outweigh the drawbacks. The key lies in a thoughtful approach to developing students’ AI skills.
Today, we can frame AI skills around two main concepts: AI literacy and competency. AI literacy involves understanding AI’s purpose, functions, and ethical considerations, while competency refers to the technical skills needed to effectively utilize AI tools, such as employing a chatbot for information synthesis or analyzing data sets. Many jobs in middle and higher-income sectors—spanning engineering, finance, law, and healthcare—will increasingly favor, or even require, candidates to be proficient in using, creating, or maintaining AI-driven tools.
Currently, low-income students, particularly Black and Latino youth, face a significant disadvantage in digital skills—a gap closely tied to their limited access to technology. A national study from the Urban Institute indicates that 48% of Black youth and 31% of Latino youth possess minimal digital skills—such as using word processors and navigating online job applications—compared to just 16% of white youth.
Even in roles where AI is not expected to wholly replace human workers, there is a strong likelihood that it will diminish their job scope, converting full-time positions into part-time or hourly roles without benefits. Youth, especially those without college degrees, are likely to be particularly vulnerable in this evolving landscape. Presently, Black individuals are overrepresented in jobs most susceptible to automation, such as office support and food services. This trend is likely to lead to stagnating wages and heightened unemployment risks, contributing to an increase in the wealth gap between Black and white households, projected to rise by an estimated $43 billion annually over the next two decades.
There’s a growing consensus among experts that students should engage with AI at an early stage, but in a thoughtful manner. Fortunately, many teens are hopeful that AI will enhance their educational experiences. We must leverage their enthusiasm effectively.
At present, a significant funding deficit is the primary barrier to narrowing the AI gap, yet a renewed interest from federal authorities in advancing AI provides potential opportunities. Recently, President Trump signed an executive order that calls for the establishment of a task force to formulate strategies aimed at creating a K-12 education system equipped to nurture an AI-ready workforce. It is essential that this force prioritizes funding for Title 1 schools and communities severely impacted by the existing digital divide, as well as those at risk of job losses due to AI.
Additionally, policymakers and school leaders should establish AI learning standards that impart AI ethics, methods to recognize AI outputs and errors, and skills for essential tasks like gathering and sorting information. Implementing standards of this nature will ensure that schools commit to adequately developing students’ AI literacy and competencies while holding educators accountable.
Lastly, reimagining school-industry partnerships is crucial for promoting AI advancement within education. As Nidhi Hebbar, former education lead at Apple, noted in a 2023 interview, collaborations between Big Tech and K-12 institutions tend to focus on affluent, white schools, which already possess substantial resources. Policymakers should urge tech companies to forge long-term partnerships with underserved districts, emphasizing continuous AI training for teachers and ensuring students have access to free AI tools and resources. This should also encompass support for community-oriented initiatives that educate youth on AI entrepreneurship and offer pathways to AI-focused internships.
Ultimately, AI holds the promise of helping America improve its global education ranking and fostering equity across racial lines—a long-term goal that has proven elusive. To realize this potential, educational institutions must prioritize equitable access to technology for all students, rather than perpetuating advantages for privileged youth while neglecting the needs of underserved populations.
The views expressed in this commentary reflect the opinions of the author and may not necessarily represent those of Fortune.
This article was originally published on Fortune.com.
