A College Board-referenced survey indicates that generative AI use for schoolwork is widespread, with 84% of high school students reporting use for homework in 2025. At the same time, far fewer schools have AI-specific rules for student use, raising questions about how educators verify learning and assess understanding. A study of educators and administrators in Wisconsin (and a broader national professional survey) found concerns concentrated less on bias and misinformation and more on academic dishonesty and plagiarism. The deeper issue identified by respondents was “difficulty in assessing student learning” when AI can generate polished outputs in seconds. The reporting points to a policy and assessment gap: districts are adopting cellphone bans and social media limitations while writing AI policies, but staff capacity to evaluate learning evidence is lagging. For universities and K-12-to-higher-ed partners, the implication is that incoming students may have very different expectations about what is acceptable use of generative tools—and faculty and instructional designers will need clearer assessment strategies for AI-enabled work.