STUDENT/STANDARDS: Requests the State Board of Elementary and Secondary Education to incorporate artificial intelligence into content standards
Summary
House Resolution 249 urges and requests the State Board of Elementary and Secondary Education (BESE) to incorporate artificial intelligence into Louisiana’s content standards. The resolution frames AI as a major force affecting the economy, future employment, civic life, and global competitiveness, and argues that students should receive a foundational understanding of AI through age-appropriate, grade-appropriate instructional resources that are intentionally integrated into academic instruction.
The resolution also emphasizes that AI should be explored in schools in a safe, private, and ethical manner. It does not itself create a new curriculum mandate or set specific standards; instead, it expresses the Legislature’s view that Louisiana should prepare students for a future in which AI literacy is important across STEM and other fields.
Impact
HR 249 does not directly amend the Louisiana Revised Statutes or impose binding requirements on schools. Its practical effect is to formally encourage BESE to consider AI literacy within state content standards, which could influence future curriculum guidance, instructional materials, teacher preparation, and student learning expectations if BESE acts on the request. The resolution may affect K-12 students, educators, curriculum developers, and state education policymakers by signaling legislative support for AI-related instruction.
Sentiment
The available voting history shows strong support for the resolution, with the House adopting it 85-0 on final consideration. The bill’s language is broadly positive and forward-looking, presenting AI integration as necessary for workforce readiness, educational relevance, and Louisiana’s competitiveness. No committee debate or recorded opposition is provided in the available materials, suggesting little visible resistance in the legislative record.
Contention
No specific points of contention are documented in the provided transcripts or vote history. The resolution’s main policy sensitivities are implicit rather than explicit: how AI should be incorporated into standards, what age-appropriate instruction should look like, how student privacy and ethical use should be protected, and whether BESE should prioritize AI relative to other curriculum needs. Any disagreement would likely center on implementation details rather than the resolution’s general goal.
Requests the state Department of Education, the State Board of Elementary and Secondary Education, the Board of Regents, and postsecondary education management boards to promote artificial intelligence education for students and to encourage professional development relative to artificial intelligence for faculty and staff
Requests that the State Board of Elementary and Secondary Education study and report relative to the voting threshold required for parental approval for the conversion of a preexisting school to a charter school
Provides relative to reports and certain commissions and advisory councils with respect to the State Board of Elementary and Secondary Education and the state Department of Education
Provides for the methodology the State Board of Elementary and Secondary Education uses to count students for purposes of the minimum foundation program (MFP) formula (OR +$100,000 GF EX See Note)
Requires students to attain a minimum ACT score set by the State Board of Elementary and Secondary Education as a prerequisite to high school graduation and prohibits state-administered end-of-course assessments for high school students (OR -$4,300,000 GF EX See Note)
Provides relative to the effectiveness of laws requiring reports to be submitted annually to the legislature by the State Board of Elementary and Secondary Education and the state Department of Education and provides relative to certain commissions and advisory councils
Requests that the state Department of Education study and report relative to the impact of the law banning student possession of telecommunications devices during the instructional day