The inaugural lecture in our fall Education Policy Seminar Series took place this past week, featuring Brian Jacob’s presentation, “The Effects of School Phone Bans: National Evidence from Lockable Pouches.”

Jacob, the Walter H. Annenberg Professor of Education Policy and Professor of Public Policy, Economics, and Education at the University of Michigan’s Ford School of Public Policy, shared timely research on the effects of school phone bans as schools across the country implement new policies to limit student phone use.

During the lecture, Jacob provided an overview of his research using national evidence from schools implementing lockable phone pouches, examining what the research shows about the effects of phone bans on student behavior and other student outcomes.

Watch the lecture to learn more about the research and its implications for schools and students.

The Rhode Island Department of Education (RIDE) requires all students, starting with the graduating class of 2028, to complete a four-credit math sequence, including one advanced mathematics course. To stay on track for graduation, students need to pass Algebra 1 by 9th grade.

As this policy is implemented, some local educational agencies (LEAs) across the state are adjusting their math enrollment policies to ensure timely Algebra 1 success for all students. Success in Algebra 1 directly relates to success in advanced math coursework in high school and enrollment in higher education.2 However, nationally, Algebra 1 is one of the most challenging courses for 9th grade students to pass. Many districts and states are beginning to shift Algebra 1 to 8th grade. This gives students more time to pass and enables more advanced math course-taking. Indeed, early 8th-grade Algebra 1 enrollment is linked to higher advanced math achievement, which increases the likelihood of four-year college enrollment and better long-term socioeconomic outcomes.

We examine 8th grade Algebra 1 enrollment trends in Rhode Island. We draw on data from districts participating in Annenberg’s Professional Learning Network, which brings together district leaders to support instructional improvement efforts in math education across Rhode Island. Through our partnership with the Rhode Island School Superintendents Association (RISSA), we also leverage responses from the 2025–2026 Rhode Island District Leader Survey. This year’s survey asks LEAs to describe their current enrollment processes, changes they are making as a result of the new policy, and barriers to reaching district-wide math goals as the first cohort of high school students are exposed to the more rigorous math graduation requirements. The survey, a joint venture between the Rhode Island School Superintendents Association and the Annenberg Institute, captured 43 responses, 30 from traditional public school districts and 13 from charter LEAs. The LEAs that responded to this survey represent over 90% of all traditional and charter public school enrollments in the state.