The rapid expansion of artificial intelligence within American classrooms has outpaced the development of comprehensive regulatory frameworks. Schools and universities now face the challenge of balancing technological utility with ethical oversight. Taylor and Stan (2024) highlight that research funding for these initiatives remains unevenly distributed across the United States, suggesting that institutional wealth dictates the quality of AI integration. This disparity threatens to deepen existing educational inequities while simultaneously forcing a re-evaluation of instructional delivery. The urgency of this assessment stems from the fact that these technologies are no longer speculative; they are actively reshaping the classroom experience from secondary literacy programs to advanced professional degrees. Generative AI tools have specifically disrupted traditional methods of evaluating student competency. Ganguly and Johri (2025) identify a lack of standardized guidance for research