Curriculum- and Grade-Level AI Policy Implementation: A Comparative Analysis of North Carolina and California

As AI becomes increasingly integrated into K–12 education, states are moving beyond high-level principles toward curriculum- and grade-level implementation. Framed by the Multiple Streams Framework, this study compares North Carolina and California to examine how state AI policies translate governance priorities into instructional guidance. Using qualitative comparative policy analysis, in vivo coding, and thematic analysis, the study identifies key policy priorities and themes. The analysis suggests that both states present structured approaches to AI guidance but differ in emphasis. North Carolina frames AI guidance through developmental recommendations across PK–13 levels, emphasizing teacher capacity, digital citizenship, and instructional integration. In contrast, California focuses ethics, equity, and responsible AI use while aligning guidance with existing curriculum standards. The comparison illustrates distinct ways the two states organize and prioritize AI guidance within their policy documents rather than differences in policy implementation or effectiveness.