By Jorge Fanjul, Executive Director, Massachusetts

Artificial intelligence is already changing the way we teach and learn. I regularly meet educators who are experimenting with new tools to plan lessons, organize classroom tasks, or offer students new ways to explore a subject. I also meet families and students who are curious, hopeful, and sometimes unsure about what this rapid shift means for them. AI is here, and it is reshaping the fabric of our school systems whether we are ready or not. 

As Executive Director of Latinos for Education in Massachusetts, I spend a lot of time thinking about how new ideas and policies take shape in classrooms. I recently testified at the State House in support of Senate Bill 429 because I believe Massachusetts has a responsibility to understand this moment and to make thoughtful choices that support all students and educators. 

Senate Bill 429, filed by Senator Oliveira, would create a commission to examine how AI and automated decision systems are being used in our schools. The commission would bring together educators, policymakers, technologists, researchers, teacher associations, high school students, and community leaders to take a clear look at what AI can offer and what challenges we need to prepare for. This kind of collaboration is essential. No individual teacher or district should have to answer these questions alone. We need a shared understanding of how to use AI in ways that strengthen teaching and learning across the Commonwealth. 

AI offers many promising opportunities. Teachers can save time on routine tasks and spend more energy connecting with students. Students can explore personalized learning pathways that respond to their interests and help them grasp challenging material. Districts can use modern tools to better understand where support is needed and identify solutions earlier. These possibilities are real, and if we take a thoughtful approach, they can help us create classrooms where every student has more chances to succeed. 

At the same time, we must acknowledge that AI introduces new questions about transparency, accuracy, and responsible use. Automated systems do not always operate in ways that are easy to understand, and without clear guidance, schools could struggle to adopt them effectively. If we want AI to support learning, then we need practical standards and safeguards that ensure the technology is used in ways that truly benefit students and teachers. The commission outlined in this bill would help Massachusetts explore important issues such as how AI should be used in classrooms, whether watermarking for generative AI tools is necessary to support academic integrity, and how to ensure that all schools can access high quality tools and training. 

Responsible use of AI is about setting ourselves up for success. If we want AI to expand opportunities for all students, then we must be intentional about how it is introduced, monitored, and evaluated. We must protect student privacy, support educators as they learn to work with new tools, and ensure that human judgment remains central in teaching, learning, and decision making. 

Massachusetts has a long history of leading the nation in education policy. This is another chance to lead, not by rushing ahead but by advancing with clarity and purpose. Senate Bill 429 gives us the structure to ask the right questions and the space to bring a wide range of voices to the table. It encourages us to think boldly about the future of learning while staying grounded in what we know works for students. I urge lawmakers to advance this bill and give our state the tools to build an education system that is ready for the future. Our students deserve nothing less. 

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Jorge Fanjul is Executive Director of Latinos for Education in Massachusetts, where he leads statewide efforts to expand Latino leadership in education and advance policies that create stronger, more equitable learning environments. With over fifteen years of experience across education, government, and philanthropy—including roles in the NYC Mayor’s Office, City Council, and UnidosUS—he brings both policy expertise and lived experience as the son of a Cuban refugee and first-generation college graduate. Jorge serves on the Massachusetts Board of Elementary and Secondary Education’s Racial Imbalance Advisory Council and is a member of the Amplify Latinx 100, helping ensure all students have the opportunity to thrive.