Anderson de Andrade is a PhD Student in Sociology at Rutgers University–New Brunswick. de Andrade studies schools, inequality, and technology using mixed-methods approaches that combine qualitative and quantitative analysis. Before beginning doctoral study, de Andrade spent six years teaching in public schools in the Bay Area and New York City. This classroom experience informs his research on educational policy, organizational decision-making, and how technological change intersects with educational governance and inequality. His previous research examined how teachers navigate disclosure around their use of AI. Outside of research, de Andrade enjoys running marathons, camping, and hiking with his wife and two-year-old daughter.

AI Policy Adoption Across New Jersey School Districts

Public school districts across New Jersey are responding unevenly to artificial intelligence tools such as ChatGPT and Claude. Some have created detailed rules for student and teacher AI use, while others have adopted little or no guidance. Using an original statewide dataset, this project analyzes which districts adopt AI policies, when they do so, and how those policies differ. The project explores whether factors such as race, income, geography, and district size shape access to and governance of AI in schools. By studying unequal policy adoption, the project connects to questions about democracy, educational inequality, and who has power to shape AI governance.