By James Robinson
Jackson State University
In September 2025, James Robinson of Jackson State University sat down with Rebekah Staples, President and Founder of Free State Strategies, to discuss what effective public policy requires, and why ethical guardrails, public trust, and clear communication are essential as AI becomes more embedded in education.
With more than a decade of experience in Mississippi public policy and communications, Staples has worked inside state government and alongside decision-makers shaping legislative priorities, including as Policy Director in the Office of Lieutenant Governor Tate Reeves (2012). Her work across budgeting, workforce development, government efficiency, and legislative strategy informs her perspective on how states can adopt AI responsibly and transparently.
James Robinson (JR): Rebekah, thank you for joining me. I want to start with the basics. What makes good public policy?
Rebekah Staples (RS): That’s a tough one. I think there are a few key steps that lead to effective policy. First, figure out your goal; what are you trying to change or improve? It sounds simple, but a lot of policies start without that clarity. Maybe your goal is to improve reading scores, or to rewrite a funding formula focused on student needs rather than staffing units. You need that endpoint before you start.
Then do your research. Look at models from other states or districts. You don’t have to reinvent the wheel, but you should understand what already works. And make sure it can be localized, as a one-size-fits-all approach rarely works, especially in a rural state like Mississippi.
Finally, communicate. The squeaky wheel gets the grease, and it’s no different in public policy. Collaboration is key. Good policy doesn’t come from shoving ideas down people’s throats, but rather it comes from listening and building relationships.
JR: Many Mississippians get nervous about approaching superintendents or legislators. How can they overcome that fear?
RS: I understand that completely and I still get nervous sometimes myself. Fear comes from the unknown. If you’re anxious about meeting with an official, start by learning about them. Read their social media, see what issues matter to them, and find common ground.
We forget that policymakers are people too. Maybe they just posted a photo from a Little League game and you can connect on that. Then link it to your issue: “As a coach or parent, have you thought about how AI could encourage teamwork among kids?”
And remember, you have every right to speak up. You’re a taxpayer, a citizen, and the government works for you. Be polite, be informed, and don’t be afraid to reach out. The biggest changes often come from local voices speaking directly to their representatives.
JR: Once you’ve done the research and you’re ready to write, where do you start?
RS: I start by understanding the landscape of what’s already out there. I look at academic research, industry trends, laws, and what private and public sectors are doing. I talk to people. Policymaking isn’t done in isolation.
Then I write in a way that reflects both my goals and what stakeholders have shared. The best policies create a win-win, so something practical that works for many, not just a few. And I always aim to write policies that can be replicated. A small pilot that works locally can grow statewide.
JR: Where does the language of policy come from?
RS: It rarely comes from one place. Sometimes I’ve written laws from scratch which are clean, simple, and clear to avoid unintended consequences. Other times, I adapt existing laws. For example, a new AI law might expand a current technology statute.
There are national resources like the National Conference of State Legislatures (NCSL). You can see what other states have done, then localize it. And of course, attorneys are part of the process because they make sure your wording aligns with existing laws. You don’t want a great idea derailed by a legal technicality.
JR: How do you make policy adaptable for the future?
RS: Don’t be too specific. Build frameworks, not formulas. Leave room for local decision-making. I believe the government closest to the people knows best. I like policies that encourage local experimentation.
For example, say the state creates an AI innovation fund. Districts could apply for grants to test tools in classrooms. If one model works, the state can scale it. That’s adaptability in action policy that learns from practice.
JR: Let’s talk ethics. What principles should guide AI policy?
RS: First, do no harm. That’s from medicine, but it applies here. Start with privacy and protect student data and follow federal laws like FERPA.
Second, transparency. People are more likely to trust what they understand. Tell the public what you’re doing and why.
Third, use AI to enhance, not replace. It should strengthen teaching and learning, not replace human thinking or judgment. And always define what success looks like. If your policy doesn’t deliver measurable benefits, revisit it.
JR: How do you write those ethics into policy?
RS: You can include them in legislative findings: “The Legislature finds that artificial intelligence can improve education but must be implemented transparently and ethically.”
Or build them into district-level procedures, so things like annual town halls or required data privacy reviews. I’d even love to see an AI Bill of Rights. It would set clear guardrails for safety, privacy, and accountability.
JR: You mentioned Mississippi’s approach. What examples stand out?
RS: The Governor’s [Tate Reeves] Executive Order on Artificial Intelligence is a great example. It directs our state’s IT agency to identify how AI is being used across departments, where it isn’t, and what laws apply. It also establishes definitions and a timeline for reporting.
That’s a good model for districts: start by defining terms, collecting data, and engaging stakeholders. It’s not overly complicated and it’s a framework that lets you adapt as technology evolves.
JR: How should districts measure whether their AI projects are successful?
RS: Start with a baseline. You can’t measure progress without knowing where you began. Gather both quantitative and qualitative data such as graduation rates, teacher feedback, and parent surveys.
Keep it simple and consistent. Check in periodically, not just at the end. And when you report results, be concise. Policymakers want to know: Did it work? Yes or no. A one-page summary often communicates more than a thirty-page report.
JR: What advice would you give educators who want to influence policy?
RS: Communicate, do your homework, and don’t be afraid to ask questions. People miss opportunities because they don’t want to look uninformed. Be the squeaky wheel and persist.
Do your research, stay focused on your goals, and connect ideas to outcomes. Policymakers listen when you bring solutions, not just problems.
JR: And finally, in one sentence, what’s your call to action for those shaping AI’s future in education?
RS: Focus on improving educational outcomes and experiences for students and teachers, but do it without sacrificing public trust, data privacy, or human critical thinking.
AI should make learning more equitable and dynamic, not less human.