House subcommittee hears that AI could expand learning but federal supports and research are lagging

The Subcommittee on Early Childhood, Elementary, and Secondary Education heard Wednesday that artificial intelligence tools can expand access to tutoring, save teachers time and help tailor instruction — but that gaps in federal support, research and infrastructure could put low‑income and rural students at a disadvantage.

Chairman Kiley opened the hearing by describing rapid advances in AI and saying education is a clear example of opportunity: "AI can change that. It has the potential to give every child in America a richer educational experience than any child in America had just a few years ago," he said. Ranking Member Suzanne Bonamici urged caution about federal cuts and argued that federal leadership is necessary to close achievement gaps and support underresourced districts.

Witnesses told the subcommittee they see strong potential for AI to supplement classroom instruction and reduce routine burdens on educators. Dr. Sid Dobrin, chair of the Department of English at the University of Florida, said AI marks a turning point and urged that AI literacy be incorporated across subjects so students understand how the tools work. Dr. Julia Rafalvaire, chief executive of ILO Group, recommended a limited but important federal role focused on cybersecurity guidance and funding for rigorous research. Erin Moe, CEO of Innovate EDU, framed AI as an "arrival technology" that will require investments in safety, accountability and professional development. Chris Chisholm, superintendent of the Pearl Public School District in Mississippi, described a district effort to host its own AI instance to protect student data and increase teacher efficiency.

Members pressed witnesses about the effects of the Trump administration’s staffing reductions at the Department of Education and the elimination of the Office of Educational Technology and flagged cuts to the Institute of Education Sciences. Bonamici and other Democrats said those reductions threaten data collection, civil‑rights enforcement and national research capacity that districts rely on to make evidence‑based choices about education technology. Some Republican members emphasized state and local flexibility and urged restraint on prescriptive federal mandates, while generally supporting federal roles in cybersecurity and privacy.

Beyond federal roles, lawmakers and witnesses repeatedly called for more research into long‑term cognitive effects, equitable access, and which instructional modalities yield the best outcomes. The hearing closed with a common refrain: AI could democratize high‑quality instruction if paired with research, professional development for teachers, clear privacy safeguards and deliberate work to limit bias and unequal access.

The subcommittee held an extended Q&A with the four witnesses; no formal committee votes were recorded.