Baltimore City Public Schools is adjusting early learning technology policy, planning to introduce stricter device limits in grades K–2 and end 1-to-1 device access for students. The district framed the decision as an equity action tied to evidence that excessive screen time can undermine cognitive, language, and social-emotional development. Crystal Francis, executive director of early learning programs for the district, said the research and observed impacts on Black and brown students informed the policy shift. The district’s approach aligns with broader evidence cited in the story, including reports showing higher screen media time for lower-income households. Higher-ed relevance: while this change is focused on K–2, it directly affects enrollment pipelines and readiness metrics that higher education relies on—especially community colleges and teacher-preparation programs tied to early literacy outcomes.