NY State Senate Bill 2025-S7691

Current Bill Status - In Senate Committee Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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Date of Action	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Apr 30, 2025	referred to education

2025-S7691 (ACTIVE) - Details

See Assembly Version of this Bill:: A6874
Current Committee:: Senate Education
Law Section:: Education Law
Versions Introduced in 2023-2024 Legislative Session:: A10556

2025-S7691 (ACTIVE) - Sponsor Memo

                                 
BILL NUMBER: S7691

SPONSOR: GONZALEZ
 
TITLE OF BILL:

An act to amend the education law, in relation to establishing an arti-
ficial intelligence literacy digital equity competitive grant program

 
PURPOSE OR GENERAL IDEA OF BILL:

To establish a competitive Artificial Intelligence (AI) Literacy Grant
Program under the Digital Equity Competitive Grant Program. This program
will expand equitable access to AI education in New York through target-
ed grants to public schools, community colleges, higher education insti-
tutions, and nonprofit organizations. It aims to improve digital litera-
cy, prepare New Yorkers for a rapidly evolving workforce, and reduce
disparities in access to technology.

 
SUMMARY OF PROVISIONS:

Section 1: This act shall be known and may be cited as the "Artificial
Intelligence Literacy Act".

Section 2: Legislative Findings: The Legislature finds that AI is a
transformative technology with applications across multiple sectors.  As
AI integration expands, foundational literacy in AI is necessary to
ensure responsible use and mitigate risks such as bias and misinforma-
tion. AI education should combine technical training and ethical consid-
erations while prioritizing accessibility for underserved communities.
Strengthening AI education will enhance workforce readiness, promote
innovation, and support security objectives at the state and national
levels.

The Legislature further finds that artificial intelligence literacy must
include instruction in the ethical and responsible use of emerging tech-
nologies. Preparing students from an early age to engage critically with
artificial intelligence is essential to building a digitally fluent and
civically informed public. Public investment in early-stage artificial
intelligence education is needed to expand access, create opportunity,
and ensure that New York remains competitive in a rapidly advancing
technological landscape.

Section 3: The AI Literacy Grant Program: The Artificial Intelligence
Literacy Grant Program within the existing Digital Equity Competitive
Grant Program. It directs the Commissioner of Education to oversee a
competitive grant process that supports AI education efforts across
public schools, community colleges, higher education institutions, and
nonprofit community organizations. This section defines key terms such
as artificial intelligence systems, AI literacy, and eligible insti-
tutions to clarify the scope and intent of the program.

The section outlines the structure of the grant process, including
eligibility, application requirements, and funding priorities. It
requires the Commissioner to give preference to applicants that show
both high need and well-developed proposals. Applications must include
clear goals, plans for implementation, and data on current access to AI
education. The law sets specific percentages for how funding is allo-
cated across institution types, ensuring a balanced and equitable
distribution of resources.
Approved uses for the funds include educator training, development of
instructional content, hands-on learning labs, virtual platforms, and
programs that help students and adults prepare for AI-related careers.
Grant recipients are required to report on their progress annually.
These reports must include data on who is being served and how the funds
are used. The Department of Education must create a system for evaluat-
ing program outcomes and submit an annual report to the Governor and the
Legislature. The section also gives the Department the authority to
issue regulations, provide technical support, monitor compliance, and
recover funds that are not used appropriately.

 
JUSTIFICATION:

Artificial intelligence is reshaping industries, influencing how people
work, learn, and engage with technology. To ensure New York remains
competitive, AI literacy must be accessible to all, regardless of
socioeconomic status. The AI industry is projected to contribute $15.7
trillion to the global economy by 2030, with AI-related job openings
increasing by 74% over the last five years.  In the U.S., AI-related
jobs already accounted for 9% of the workforce as of 2018, growing at
twice the rate of other occupations.  However, workforce disparities
persist-Black students represent only 7.5% of AI-related bachelor's
degrees, despite making up 14% of the U.S. population. Women, who earn
60% of all college degrees, constitute just 25% of AI graduates, high-
lighting a critical gender gap in the field. Moreover, low-income and
rural communities, including many in upstate New York and the Bronx,
often lack access to AI education, deepening existing economic inequal-
ities.

According to the Jobs for the Future (JFF) survey on AI education and
workforce preparedness, public demand for AI education is rising, with
58% of surveyed individuals supporting AI learning initiatives in
schools and workplaces. AI literacy extends beyond programming; it
fosters critical thinking, problem-solving, and ethical decision-mak-
ingskills necessary for the evolving workforce. New York City is home to
one of the fastest-growing AI job markets, with AI-related employment
increasing by over 40% between 2019 and 2023.  Despite this growth, New
York's public schools lag behind other states, such as California and
Massachusetts, in integrating AI education into K-12 curriculums.

National security experts emphasize AI education as essential for main-
taining U.S. technological leadership and security. By investing in AI
literacy, New York can strengthen its position as a leader in tech inno-
vation and workforce preparedness, ensuring all residents are equipped
to navigate an AI-driven future.

 
PRIOR LEGISLATIVE HISTORY:

This is a new bill

 
FISCAL IMPLICATIONS FOR STATE AND LOCAL GOVERNMENTS:

This act will require a dedicated appropriation of funds from the New
York State education budget, with potential supplementation through
federal grants and public-private partnerships with technology firms and
research institutions. Funding will support grants for AI education in
schools, colleges, universities, and community organizations, covering
teacher training, curriculum development, and infrastructure develop-
ment. While the program entails initial implementation and administra-
tive costs, the longterm economic benefits include a more AI-literate
workforce, expanded employment opportunities, and enhanced state compet-
itiveness, in the technology sector. Investments in workforce develop-
ment and digital inclusion will help address educational disparities,
create pathways to high-paying careers, and reduce future workforce
retraining costs.  Over time, these investments are expected to yield
substantial returns in productivity, innovation, and economic growth,
making AI literacy a strategic priority for New York's evolving economy.

 
EFFECTIVE DATE:
This act shall take effect one year after it shall have become a law.
Effective immediately, the addition, amendment and/or repeal of any rule
or regulation necessary for the implementation of this act on its effec-
tive date are authorized to be made and completed on or before such
effective date.

2025-S7691 (ACTIVE) - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   7691
 
                        2025-2026 Regular Sessions
 
                             I N  S E N A T E
 
                              April 30, 2025
                                ___________
 
 Introduced  by Sen. GONZALEZ -- read twice and ordered printed, and when
   printed to be committed to the Committee on Education
 
 AN ACT to amend the education law, in relation to establishing an  arti-
   ficial intelligence literacy digital equity competitive grant program
 
   THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. Short title. This act shall be known and may  be  cited  as
 the "Artificial Intelligence Literacy Act".
   §  2.  Legislative  findings.  The  legislature, as well as the United
 States congress, finds that:
   (1) Artificial intelligence is transformative technology.
   (2) Artificial intelligence is becoming increasingly ubiquitous making
 artificial intelligence literacy important.
   (3) Technological leadership in artificial intelligence is an economic
 and national security imperative.
   (4) Effective artificial intelligence literacy  initiatives  encompass
 not  only  technical training but also comprehensive education about the
 potential benefits and risks.
   (5) Informed developers and consumers of artificial intelligence tech-
 nologies can help mitigate risks and biases often found in systems  that
 use artificial intelligence.
   (6)  Basic  artificial  intelligence  literacy is critical to ensuring
 Americans have the tools and knowledge needed to  navigate  the  economy
 and digital world.
   (7)  Successful  artificial  intelligence  literacy  initiatives  will
 prepare Americans of all ages and technical backgrounds to safely  navi-
 gate  artificial  intelligence tools and artificial intelligence-enabled
 technologies.
   (8) Communities most negatively impacted by  artificial  intelligence-
 enabled  technologies often have the least access to artificial intelli-
 gence education.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD08797-04-5

 S. 7691                             2
 
   (9) Artificial intelligence literacy initiatives  must  engage  stake-
 holders  and  communities  in  all  stages and specific outreach efforts
 should be  made  for  communities  disproportionately  impacted  by  the
 digital divide, including minority and rural communities.
   (10) Jobs for the Future survey found 58% believe that learning oppor-
 tunities  around  artificial  intelligence should be offered to workers,
 53% believe such opportunities should  be  available  to  learners,  54%
 believe  they  would feel more prepared for the future impact of artifi-
 cial intelligence if they were given learning tools for it.
   (11) As of 2018, the U.S. artificial intelligence workforce  stood  at
 about  14,000,000  workers  or  9%  of employment. Demand for artificial
 intelligence occupations is projected to grow twice as fast as  for  all
 occupations in the U.S.
   (12)  In 2021, black students made up only 7.5% of artificial intelli-
 gence-related bachelor's degrees despite making  up  14%  of  the  popu-
 lation.  Women account for 60% of college graduates and only 40% of STEM
 graduates and 25% of artificial intelligence graduates.
   (13) The need for a strong workforce of artificial intelligence  work-
 ers,  as  well  an artificial intelligence-literate population, requires
 investment in artificial intelligence literacy education.
   (14) Artificial intelligence literacy must also encompass ethical  and
 responsible  use  of  emerging  technologies. Preparing students from an
 early age to critically engage with artificial intelligence is essential
 for cultivating a digitally  literate,  civically  informed,  and  work-
 force-ready society.
   (15)  Public  investment in early-stage artificial intelligence educa-
 tion will expand access to opportunity, foster equity,  and  ensure  New
 York remains at the forefront of technological leadership.
   §  3. The education law is amended by adding a new section 115 to read
 as follows:
   § 115. ARTIFICIAL INTELLIGENCE LITERACY IN THE DIGITAL EQUITY  COMPET-
 ITIVE  GRANT  PROGRAM.  1.  DEFINITIONS.  AS  USED  IN THIS SECTION, THE
 FOLLOWING TERMS SHALL MEAN:
   A. "ARTIFICIAL  INTELLIGENCE  SYSTEM" OR "AI SYSTEM" MEANS A  MACHINE-
 BASED SYSTEM THAT, FOR EXPLICIT OR IMPLICIT OBJECTIVES, INFERS, FROM THE
 INPUT IT RECEIVES, HOW TO GENERATE OUTPUTS SUCH AS PREDICTIONS, CONTENT,
 RECOMMENDATIONS,  OR  DECISIONS  THAT  CAN INFLUENCE PHYSICAL OR VIRTUAL
 ENVIRONMENTS. AI SYSTEMS VARY IN THEIR LEVELS OF AUTONOMY AND  ADAPTIVE-
 NESS AFTER DEPLOYMENT.
   B. "ARTIFICIAL INTELLIGENCE LITERACY" MEANS THE SKILLS ASSOCIATED WITH
 THE  ABILITY  TO COMPREHEND THE BASIC PRINCIPLES, CONCEPTS, AND APPLICA-
 TIONS OF ARTIFICIAL INTELLIGENCE, AS WELL AS THE  IMPLICATIONS,  LIMITA-
 TIONS  AND  ETHICAL CONSIDERATIONS ASSOCIATED WITH THE USE OF ARTIFICIAL
 INTELLIGENCE.
   C. "COMMUNITY ORGANIZATION" MEANS NOT-FOR-PROFIT  COMMUNITY  ORGANIZA-
 TIONS,  OTHER  THAN A SCHOOL, COMMUNITY COLLEGE OR INSTITUTION OF HIGHER
 EDUCATION, WHICH OFFER FREE EDUCATIONAL PROGRAMS TO THE GENERAL PUBLIC.
   D. "ARTIFICIAL INTELLIGENCE LITERACY GRANT PROGRAM" OR "PROGRAM" MEANS
 THE ARTIFICIAL INTELLIGENCE LITERACY DIGITAL  EQUITY  COMPETITIVE  GRANT
 PROGRAM ESTABLISHED UNDER SUBDIVISION TWO OF THIS SECTION.
   E.  "ACADEMIC  INSTITUTION"  MEANS  ANY PUBLIC ELEMENTARY OR SECONDARY
 SCHOOL, COMMUNITY COLLEGE, OR INSTITUTION OF HIGHER EDUCATION AUTHORIZED
 TO OPERATE IN THE STATE OF NEW YORK AND RECOGNIZED BY THE NEW YORK STATE
 EDUCATION DEPARTMENT OR THE BOARD  OF  REGENTS,  WHICH  PROVIDES  FORMAL
 INSTRUCTIONAL  PROGRAMS  THAT  CULMINATE  IN  A DIPLOMA, CERTIFICATE, OR
 DEGREE.
 S. 7691                             3
 
   F. "COMMUNITY COLLEGE" MEANS ANY INSTITUTION OF HIGHER EDUCATION WITH-
 IN THE STATE UNIVERSITY OF NEW YORK  OR  CITY  UNIVERSITY  OF  NEW  YORK
 SYSTEMS THAT IS AUTHORIZED TO CONFER ASSOCIATE DEGREES AND IS DEFINED AS
 A  COMMUNITY  COLLEGE PURSUANT TO ARTICLE ONE HUNDRED TWENTY-SIX OF THIS
 CHAPTER.
   G.  "INSTITUTION  OF  HIGHER  EDUCATION"  SHALL MEAN ANY POSTSECONDARY
 EDUCATIONAL INSTITUTION WITHIN THE STATE OF NEW YORK THAT IS  AUTHORIZED
 BY  REGENTS  OR THE DEPARTMENT TO CONFER BACHELOR'S, MASTER'S, DOCTORAL,
 OR PROFESSIONAL DEGREES AND IS NOT DEFINED AS A COMMUNITY COLLEGE  UNDER
 THIS SECTION.
   H.  "PUBLIC  ELEMENTARY  AND  SECONDARY SCHOOLS" SHALL INCLUDE CHARTER
 SCHOOLS AUTHORIZED PURSUANT TO ARTICLE FIFTY-SIX OF THIS CHAPTER.    FOR
 THE PURPOSES OF THIS SECTION, CHARTER SCHOOLS SHALL BE TREATED AS PUBLIC
 SCHOOLS  TO  THE  EXTENT  THEY PROVIDE ELEMENTARY OR SECONDARY EDUCATION
 CONSISTENT WITH THEIR CHARTER AND MEET THE ELIGIBILITY REQUIREMENTS  SET
 FORTH BY THE COMMISSIONER.
   2.  ARTIFICIAL  INTELLIGENCE LITERACY DIGITAL EQUITY COMPETITIVE GRANT
 PROGRAM. A. THE COMMISSIONER SHALL ESTABLISH AN ARTIFICIAL  INTELLIGENCE
 LITERACY  DIGITAL  EQUITY  COMPETITIVE GRANT PROGRAM WHICH SHALL PROVIDE
 GRANTS TO PUBLIC ELEMENTARY AND SECONDARY SCHOOLS,  COMMUNITY  COLLEGES,
 INSTITUTIONS OF HIGHER EDUCATION, AND COMMUNITY ORGANIZATIONS TO SUPPORT
 ARTIFICIAL INTELLIGENCE LITERACY EFFORTS.
   B.  THE PROGRAM SHALL BE STRUCTURED AS A COMPETITIVE GRANT PROCESS. IN
 AWARDING GRANTS,  THE  COMMISSIONER  SHALL  PRIORITIZE  APPLICANTS  THAT
 DEMONSTRATE BOTH:
   (I)  HIGH  LEVEL  OF NEED, AS DETERMINED BY FACTORS INCLUDING, BUT NOT
 LIMITED TO, LACK  OF  ACCESS  TO  COMPUTER  SCIENCE  EDUCATION,  A  HIGH
 PERCENTAGE  OF STUDENTS OR COMMUNITY MEMBERS FROM LOW-INCOME HOUSEHOLDS,
 LIMITED TECHNOLOGICAL INFRASTRUCTURE, OR GEOGRAPHIC BARRIERS TO  DIGITAL
 INCLUSION.
   (II)  A  STRONG  AND  CLEARLY ARTICULATED PROPOSAL, INCLUDING SPECIFIC
 GOALS, STRATEGIES, AND IMPLEMENTATION  PLANS  FOR  EXPANDING  ACCESS  TO
 ARTIFICIAL INTELLIGENCE LITERACY AND ADDRESSING EQUITY IN DIGITAL EDUCA-
 TION.
   C. ALL PROPOSALS SUBMITTED UNDER THIS SECTION SHALL INCLUDE:
   (I)  A  DEMONSTRATION  OF NEED, INCLUDING QUANTITATIVE AND QUALITATIVE
 DATA DESCRIBING THE APPLICANT'S EXISTING ACCESS TO  ARTIFICIAL  INTELLI-
 GENCE LITERACY RESOURCES AND TECHNOLOGICAL INFRASTRUCTURE.
   (II)  CLEARLY  DEFINED AND MEASURABLE OBJECTIVES, INCLUDING THE ANTIC-
 IPATED NUMBER OF INDIVIDUALS REACHED IF THE GRANT IS FULLY  IMPLEMENTED,
 AND RELEVANT SUCCESS METRICS.
   (III)  A  DETAILED  PLAN  OUTLINING HOW THE FUNDS WOULD BE USED IF THE
 APPLICANT IS AWARDED THE FULL AMOUNT REQUESTED.
   D. THE COMMISSIONER SHALL ALSO ESTABLISH CRITERIA FOR THE  DEVELOPMENT
 AND SUBMISSION OF GRANT APPLICATIONS AND PROPOSALS AND FOR THE SELECTION
 OF  RECIPIENTS  OF  GRANTS FROM THE PROGRAM. SUCH CRITERIA SHALL INCLUDE
 PROVISIONS TO  ENSURE  GEOGRAPHIC  DIVERSITY,  DEMOGRAPHIC  EQUITY,  AND
 ACCOUNTABILITY IN THE USE OF GRANT FUNDS.
   E.  TO  ENSURE  EQUITABLE  DISTRIBUTION  OF  FUNDING, THE TOTAL AMOUNT
 APPROPRIATED FOR THE PROGRAM SHALL BE ALLOCATED AS FOLLOWS:
   (I) THIRTY PERCENT TO PUBLIC ELEMENTARY AND SECONDARY SCHOOLS.
   (II) TWENTY PERCENT TO COMMUNITY COLLEGES.
   (III) FIFTEEN PERCENT TO PUBLIC INSTITUTIONS OF HIGHER EDUCATION.
   (IV) FIVE PERCENT TO PRIVATE INSTITUTIONS OF HIGHER EDUCATION.
   (V) THIRTY PERCENT TO COMMUNITY ORGANIZATIONS.
 S. 7691                             4
 
   F. SUCH PROGRAM SHALL PROVIDE GRANTS TO PUBLIC ELEMENTARY AND  SECOND-
 ARY SCHOOLS TO BE USED FOR:
   (I)  PROVIDING  TEACHERS TRAINING AND CERTIFICATION TO SUPPORT ARTIFI-
 CIAL INTELLIGENCE LITERACY EFFORTS IN SCHOOLS.
   (II) FACILITATING ATTENDANCE OF TEACHERS AT  PROFESSIONAL  DEVELOPMENT
 COURSES,  WORKSHOPS,  AND CONFERENCES RELATED TO ARTIFICIAL INTELLIGENCE
 EDUCATION, INCLUDING  PROFESSIONAL  DEVELOPMENT  RELATED  TO  ARTIFICIAL
 INTELLIGENCE COURSE DESIGN AND FEE-BASED PROFESSIONAL DEVELOPMENT.
   (III)  FOR  SCHOOLS  WITHOUT RESOURCES FOR COMPUTER SCIENCE EDUCATION,
 DEVELOPING AND DESIGNING BEST PRACTICES FOR COMPUTER  SCIENCE  MATERIALS
 NEEDED FOR ARTIFICIAL INTELLIGENCE EDUCATION.
   (IV)  SUPPORTING  PARTNERSHIPS  WITH  THE PRIVATE SECTOR TO FACILITATE
 ARTIFICIAL INTELLIGENCE EDUCATION.
   (V) EQUIPPING SCHOOLS WITH LABS TO PROVIDE STUDENTS  HANDS-ON  ARTIFI-
 CIAL INTELLIGENCE LEARNING EXPERIENCES.
   (VI)  DEVELOPING VIRTUAL LEARNING PLATFORMS THAT FACILITATE REMOTE AND
 INDIVIDUALIZED ARTIFICIAL INTELLIGENCE EDUCATION OPPORTUNITIES.
   (VII) DEVELOPING PROGRAMS THAT PREPARE STUDENTS FOR FURTHER STUDIES OR
 FUTURE CAREERS IN ARTIFICIAL INTELLIGENCE OR RELATED FIELDS.
   (VIII)  PROVIDING  FOUNDATIONAL   ARTIFICIAL   INTELLIGENCE   LITERACY
 INSTRUCTION TAILORED TO GRADE LEVEL.
   G.  PROVIDE GRANTS TO COMMUNITY COLLEGES TO BE USED FOR ONE OR MORE OF
 THE FOLLOWING:
   (I) DEVELOPING AND IMPLEMENTING AN INTERDISCIPLINARY LITERACY  PROGRAM
 WITH  RESPECT  TO  ARTIFICIAL INTELLIGENCE FOR NON-TRADITIONAL LEARNERS,
 INCLUDING THROUGH PARTNERSHIPS  WITH  NON-PROFIT  EDUCATIONAL  ORGANIZA-
 TIONS.
   (II)  DEVELOPING LABS TO PROVIDE STUDENTS HANDS-ON ARTIFICIAL INTELLI-
 GENCE LEARNING EXPERIENCES.
   (III) DEVELOPING VIRTUAL LEARNING PLATFORMS THAT FACILITATE REMOTE AND
 INDIVIDUALIZED ARTIFICIAL INTELLIGENCE EDUCATION OPPORTUNITIES.
   H. PROVIDE GRANTS TO INSTITUTIONS OF HIGHER EDUCATION TO BE USED FOR:
   (I) DEVELOPING LABS TO PROVIDE STUDENTS HANDS-ON  ARTIFICIAL  INTELLI-
 GENCE LEARNING EXPERIENCES.
   (II)  DEVELOPING VIRTUAL LEARNING PLATFORMS THAT FACILITATE REMOTE AND
 INDIVIDUALIZED ARTIFICIAL INTELLIGENCE EDUCATION OPPORTUNITIES.
   (III) DEVELOPING PROGRAMMING AND PEDAGOGICAL  TOOLS  WITH  RESPECT  TO
 ARTIFICIAL  INTELLIGENCE  EDUCATION  AND  INSTRUCTION FOR THE BENEFIT OF
 ELEMENTARY AND SECONDARY SCHOOL TEACHERS AND COMMUNITY EDUCATORS.
   (IV) DEVELOPING PROGRAMS THAT PREPARE PARTICIPANTS TO  USE  ARTIFICIAL
 INTELLIGENCE  TOOLS IN THE WORKPLACE, INCLUDING SECTOR-SPECIFIC APPLICA-
 TIONS.
   I. PROVIDE GRANTS TO COMMUNITY ORGANIZATIONS TO BE  USED  FOR  ONE  OR
 MORE OF THE FOLLOWING:
   (I)  PROVIDING  TRAINING  AND CERTIFICATION WITH RESPECT TO ARTIFICIAL
 INTELLIGENCE EDUCATION AND INSTRUCTION TO  EMPLOYEES  OF  THE  COMMUNITY
 ORGANIZATIONS.
   (II)  DEVELOPING  AND  IMPLEMENTING  ARTIFICIAL  INTELLIGENCE LEARNING
 EXPERIENCES AND EDUCATIONAL PROGRAMMING TO THE COMMUNITY SERVED  BY  THE
 COMMUNITY ORGANIZATIONS.
   (III) OFFERING PROGRAMMING TO SUPPORT ADULT LEARNERS AND JOBSEEKERS IN
 UNDERSTANDING  AND  APPLYING  ARTIFICIAL  INTELLIGENCE IN THE WORKFORCE,
 PARTICULARLY IN HIGH-GROWTH OR DIGITALLY TRANSFORMING INDUSTRIES.
   J. REQUIRE ANY ENTITY WHICH IS AWARDED A GRANT UNDER  THE  PROGRAM  TO
 SUBMIT A REPORT TO THE COMMISSIONER ON OR BEFORE JULY FIRST OF EACH YEAR
 S. 7691                             5
 
 FOR  FOUR  YEARS  FOLLOWING THE GRANT BEING AWARDED WHICH SHALL INCLUDE,
 BUT NOT BE LIMITED TO:
   (I) THE NUMBER OF ADMINISTRATORS AND TEACHERS TRAINED OR SCHEDULED FOR
 TRAINING.
   (II)  THE  NUMBER OF SCHOOLS THAT HAVE IMPLEMENTED THIS PROGRAM ACROSS
 THE STATE.
   (III) THE NUMBER OF STUDENTS REACHED, AND AT WHICH GRADE LEVEL.
   (IV) DISAGGREGATED DATA BASED ON RACE, ETHNICITY, COUNTY, AND SCHOOL.
   (V) PROSPECTIVE TIMELINE TO REACH ALL SCHOOLS.
   (VI) THE AMOUNT OF THE GRANT.
   (VII) THE USE OF GRANT AMOUNTS.
   (VIII) THE PROGRESS OF THE ENTITY TOWARDS  FULFILLING  THE  OBJECTIVES
 FOR WHICH THE GRANT WAS AWARDED.
   3.  METRICS AND EVALUATION. THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT
 A STANDARDIZED FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF THE ARTIFI-
 CIAL INTELLIGENCE LITERACY GRANT PROGRAM. SUCH FRAMEWORK SHALL  INCLUDE,
 BUT NOT BE LIMITED TO:
   A.  MEASUREMENT  OF  STUDENT  LEARNING  OUTCOMES RELATED TO ARTIFICIAL
 INTELLIGENCE CONCEPTS, COMPETENCIES, AND DIGITAL FLUENCY.
   B. PARTICIPATION RATES IN ARTIFICIAL  INTELLIGENCE  LITERACY  PROGRAMS
 DISAGGREGATED BY GRADE LEVEL, DEMOGRAPHIC GROUP, AND INSTITUTION TYPE.
   C. EVALUATION OF HOW AND TO WHAT EXTENT ARTIFICIAL INTELLIGENCE LITER-
 ACY CONTENT HAS BEEN INTEGRATED INTO EXISTING SCHOOL CURRICULA OR COMMU-
 NITY PROGRAMMING.
   D.  LONGITUDINAL  TRACKING  OF  PARTICIPANTS'  ENGAGEMENT WITH FURTHER
 EDUCATION OR CAREER PATHWAYS  RELATED  TO  ARTIFICIAL  INTELLIGENCE  AND
 TECHNOLOGY FIELDS.
   4.  GRANT ADMINISTRATION. A. THE COMMISSIONER SHALL AWARD GRANTS UNDER
 THE ARTIFICIAL INTELLIGENCE LITERACY GRANT PROGRAM AND SHALL  ADMINISTER
 THE PROGRAM IN CONSULTATION WITH RELEVANT OFFICES WITHIN THE DEPARTMENT.
   B.  THE  DEPARTMENT  SHALL  ESTABLISH  PROCEDURES FOR THE APPLICATION,
 REVIEW, APPROVAL, DISTRIBUTION, AND MONITORING OF GRANT AWARDS,  INCLUD-
 ING   CLEAR  GUIDANCE  ON  TIMELINES,  ELIGIBILITY,  DOCUMENTATION,  AND
 DISBURSEMENT.
   C. THE COMMISSIONER SHALL ENSURE THAT ALL GRANT FUNDS ARE  DISTRIBUTED
 IN  A  TIMELY  AND  TRANSPARENT MANNER, WITH PRIORITY GIVEN TO ADVANCING
 EDUCATIONAL EQUITY AND DIGITAL ACCESS IN UNDERSERVED COMMUNITIES.
   D. THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO APPLICANTS AND
 GRANTEES TO SUPPORT STRONG PROPOSAL DEVELOPMENT, COMPLIANCE WITH PROGRAM
 REQUIREMENTS, AND EFFECTIVE IMPLEMENTATION.
   E. THE DEPARTMENT SHALL HAVE AUTHORITY TO CONDUCT AUDITS, INSPECTIONS,
 OR PROGRAM EVALUATIONS OF GRANTEES AND MAY RECAPTURE OR REALLOCATE FUNDS
 NOT USED IN ACCORDANCE WITH THE TERMS OF THE GRANT.
   F. ALL GRANTEES SHALL COMPLY WITH  STATE  REPORTING  REQUIREMENTS  AND
 PARTICIPATE  IN  DEPARTMENT-LED  EVALUATIONS AS A CONDITION OF RECEIVING
 FUNDING.
   5. REPORTS. ON OR BEFORE JANUARY FIRST NEXT SUCCEEDING  THE  EFFECTIVE
 DATE OF THIS SECTION AND EACH JANUARY FIRST THEREAFTER, THE COMMISSIONER
 SHALL  SUBMIT  A  REPORT TO THE GOVERNOR, THE TEMPORARY PRESIDENT OF THE
 SENATE, THE SPEAKER OF THE ASSEMBLY, AND THE CHAIRS OF  THE  SENATE  AND
 ASSEMBLY  EDUCATION  COMMITTEES  AND  HIGHER  EDUCATION COMMITTEES WHICH
 SHALL INCLUDE, BUT NOT BE LIMITED TO:
   A. SUMMARIZING AND ANALYZING THE REPORTS SUBMITTED TO THE COMMISSIONER
 FOR THAT YEAR AND INFORMATION ON SUCH REPORTS REQUIRED UNDER PARAGRAPH J
 OF SUBDIVISION TWO OF THIS SECTION;
 S. 7691                             6
 
   B. SUMMARIZING THE METRICS ESTABLISHED UNDER SUBDIVISION THREE OF THIS
 SECTION; AND
   C. RECOMMENDING IMPROVEMENTS TO THE PROGRAM.
   6. RULES AND REGULATIONS. THE COMMISSIONER SHALL HAVE THE AUTHORITY TO
 ESTABLISH  RULES  AND  REGULATIONS  TO  IMPLEMENT THE PROVISIONS OF THIS
 SECTION.
   § 4. This act shall take effect one year after it shall have become  a
 law. Effective immediately, the addition, amendment and/or repeal of any
 rule  or  regulation necessary for the implementation of this act on its
 effective date are authorized to be made and completed on or before such
 effective date.

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2025-S7691 (ACTIVE) - Details

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Senate Bill S7691

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Sponsored By

Kristen Gonzalez

Current Bill Status - In Senate Committee Education Committee

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2025-S7691 (ACTIVE) - Details

2025-S7691 (ACTIVE) - Sponsor Memo

2025-S7691 (ACTIVE) - Bill Text download pdf

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