Education districts are revisiting classroom technology policies after concerns that screens and device access coincided with flat or declining academic outcomes. A report on schools such as McPherson Middle School in Kansas described steps to limit student phone use and, separately, to restrict Chromebook access to teacher-assigned tasks rather than continuous use. The described shift reflects broader reassessment across states including North Carolina, Virginia, Maryland, and Michigan, with references to research linking frequent in-class computer use to lower math and science performance in international comparisons like TIMSS. Schools are also experimenting with alternatives such as borrowing devices for targeted needs. For higher education, the policy reversal signals renewed attention to how K–12 instructional design affects student readiness—especially as colleges increasingly rely on foundational literacy and numeracy preparation for course placement and academic support.