EdTech Reform Priorities

California’s schools have rapidly adopted 1:1 device programs and EdTech platforms, often without meaningful parental input, teacher autonomy, or clear safety standards for children. For the 2025–2026 session, we urge action on three high-priority Ed-Tech reforms:

1. Guarantee the Right of Students and Parents to Refuse 1:1 Device Programs

As districts increasingly mandate use of 1:1 devices to access core curriculum, there are increasing concerns regarding distraction, overexposure to screens, loss of handwriting and deep-reading skills, privacy risks, and the erosion of essential human-to-human learning among parents, educators and childhood development experts.

This legislation would:

Codify the right of a student or parent to opt out of 1:1 device programs without academic penalty or discrimination.
Require districts to provide high-quality analog alternatives, including printed materials and offline instructional pathways.
Allow teachers to decline the use of Ed-Tech tools if they are developmentally inappropriate, pedagogically unsound, or AI-driven

This is essential to restoring family choice, supporting teacher professionalism, and mitigating the rapid over-reliance on digital platforms.

B. Two-Year Ban on AI Tools in Grades K–8

Given the profound developmental vulnerabilities of young students and the lack of research to demonstrate safety and efficacy of generative AI use in classroom settings, we strongly support a ban on artificial intelligence tools in grades K–8.

This legislation would:

Require districts to block access to generative AI systems on school-issued devices, including generative AI writing platforms, AI-powered adaptive learning programs and AI tutoring or chatbot-based curriculum in grades K–8
Appropriate state funding to study the safety and efficacy of generative AI tools in K-12 education via opt-in pilot programs to inform decision making at the end of two years

Young students should develop foundational skills—reading, writing, problem-solving, interpersonal communication—without dependence on algorithmic tools that can replace struggle, distort learning, and compromise privacy.

C. Paper-Based State Standardized Testing for Elementary Students

We ask the Legislature to require paper-based state assessments for elementary students.

This legislation would:

Alleviate the pressure on school districts to provide 1:1 devices to elementary students for the purposes of test preparation
Ensure equitable access for students still developing typing fluency
Online testing would continue to be available by request for students with special accommodations

EdTech Reform Priorities

California’s schools have rapidly adopted 1:1 device programs and EdTech platforms, often without meaningful parental input, teacher autonomy, or clear safety standards for children. For the 2025–2026 session, we urge action on three high-priority Ed-Tech reforms:

This legislation would:

Allow teachers to decline the use of Ed-Tech tools if they are developmentally inappropriate, pedagogically unsound, or AI-driven

This is essential to restoring family choice, supporting teacher professionalism, and mitigating the rapid over-reliance on digital platforms.

Given the profound developmental vulnerabilities of young students and the lack of research to demonstrate safety and efficacy of generative AI use in classroom settings, we strongly support a ban on artificial intelligence tools in grades K–8.

Young students should develop foundational skills—reading, writing, problem-solving, interpersonal communication—without dependence on algorithmic tools that can replace struggle, distort learning, and compromise privacy.

We ask the Legislature to require paper-based state assessments for elementary students.

This legislation would:

Alleviate the pressure on school districts to provide 1:1 devices to elementary students for the purposes of test preparation

Ensure equitable access for students still developing typing fluency

This is a straightforward, cost-effective policy that protects young learners and aligns with child

development research.

EdTech Reform Priorities

California’s schools have rapidly adopted 1:1 device programs and EdTech platforms, often without meaningful parental input, teacher autonomy, or clear safety standards for children. For the 2025–2026 session, we urge action on three high-priority Ed-Tech reforms:

​

This legislation would:

Allow teachers to decline the use of Ed-Tech tools if they are developmentally inappropriate, pedagogically unsound, or AI-driven

This is essential to restoring family choice, supporting teacher professionalism, and mitigating the rapid over-reliance on digital platforms.

Given the profound developmental vulnerabilities of young students and the lack of research to demonstrate safety and efficacy of generative AI use in classroom settings, we strongly support a ban on artificial intelligence tools in grades K–8.

Young students should develop foundational skills—reading, writing, problem-solving, interpersonal communication—without dependence on algorithmic tools that can replace struggle, distort learning, and compromise privacy.

We ask the Legislature to require paper-based state assessments for elementary students.

This legislation would:

Alleviate the pressure on school districts to provide 1:1 devices to elementary students for the purposes of test preparation

Ensure equitable access for students still developing typing fluency

This is a straightforward, cost-effective policy that protects young learners and aligns with child

development research.