A College Board survey found that 84% of high school students reported using generative AI for schoolwork in 2025, while only 3 in 10 schools reported having rules for AI use. Educators in a Wisconsin-focused study and national educator sampling said the central challenge is not only cheating but assessing whether learning actually occurred when AI can generate polished output quickly. Respondents ranked academic dishonesty and plagiarism among top worries, but a large share also cited difficulty assessing learning when AI tools are used. Concerns extended to AI bias, misinformation, and data privacy, with schools struggling to design policies that preserve academic integrity without undermining responsible use. The reporting highlights how policy gaps can widen the assessment burden on teachers, especially when AI output blurs the line between student thinking and machine-generated text. Schools are responding unevenly, with some implementing bans and others shifting toward guidance and assessment redesign. Higher-ed leaders watching K-12 policy design should note that many future college students are already navigating AI tool norms—meaning campus academic integrity frameworks may need faster alignment with incoming student expectations and practices.