From cell phones to STEM: What district leaders are focused on right now

Each year, our research team dives into hundreds of pressing questions from district leaders and school administrators across the nation. Whether it’s questions addressing classroom disruptions or tackling curriculum challenges, our K-12 researchers find the answer in 10 days or less. We pull insights from proprietary research, external sources, and consultations with subject matter experts to ensure our partner district leaders have the information they need to succeed.

Here’s a look at district leaders’ top five concerns from the last academic year (2023-2024) and why you need to be addressing them now.

Question #1: What’s the best cell phone policy?

Cell phones are a huge challenge for students and staff alike, with districts nationwide cracking down as they disrupt learning and contribute to poor student wellness. Educators rank them as a top distraction, and 76 percent of U.S. schools already limit non-academic phone use (as of 2022). While states like California and Tennessee push legislation, enforcement still varies. The question remains: are schools moving fast enough to protect students’ focus and well-being?

Regardless of the policy, consistent and fair enforcement is key. School leadership and teachers should share enforcement responsibility (like leaving staff to handle confiscations) while avoiding overly strict bans that could negatively impact low-income and minority students.

Why schools are racing to ban student phones

Question #2: What kind of STEM topics should I be incorporating?

The future is STEM, and schools that don’t offer robust programs risk leaving their students behind. Districts should offer programs to supplement required science and math courses, like computer science or engineering. This can be done through a mix of mandatory or optional programming, including after-school robotics clubs or coding boot camps. Curricula should also relevant to real-world application, preparing students for a future job-market. Finally, leaders need to invest in teacher professional development, like differentiated teaching and cultural responsive practices, to make sure underrepresented students have equal opportunities to succeed in STEM fields.

Develop STEM programming in your district

Question #3: What are the pros and cons of block scheduling?

The right class schedule plays an important role in shaping the student and teacher experience. But, there’s no one-size-fits-all solution, and it can vary by grade level. EAB partners sought examples and advice on deciding what schedule works best for them.

For example, A/B block scheduling might work better for high school students because it offers flexibility, prepares them for college classes, and reduces stress by spreading their course load. Longer class periods, like 90-minute blocks, allow teachers to dive deeper into projects and lessons without constantly switching gears. On the other hand, teachers aren’t always receptive to block schedules since they only see students every other day, which makes assigning homework and maintaining regular practice difficult. And with shorter attention spans these days, longer blocks can sometimes feel less effective.

Weigh the pros and cons of different models with EAB

Question #4: How can we support our English Language Learners (ELLs)?

Supporting English Language Learners (ELLs) is not just a logistics challenge – it’s an equity issue. Many ELL students fall behind due to a lack of resources, and districts struggle to bridge this gap. Communication barriers between teachers, students, and non-English-speaking parents leave families feeling disconnected, which can lead to absenteeism and disengagement. To help ELLs succeed, educators should assess background knowledge, use comprehension checks, and lean on peer support in math by explaining concepts in students’ primary language. Co-teaching between EL and general education teachers, with peer mentorship programs, can further boost ELLs’ academic and social outcomes.

Supporting English Language Learners

Question #5: Do Professional Learning Communities (PLCs) actually help?

Although some districts are successfully closing their learning gaps, student math and reading scores are still not where they should be. And with a rise in behavioral issues, teachers feel stressed and at a loss for what to do. Professional Learning Communities (PLCs) can help ease some of this stress, especially when they are topical and focus on strategies most impactful to student achievement. For example, one middle school used their PLCs to help build a cohesive curriculum for students. In a PLC, educators don’t just work in silos to solve their (usually similar) problems. They collaborate, set clear goals, and take collective responsibility for student outcomes.

The benefits of a PLC

These five topics are just some of the critical challenges district leaders are navigating today. As the landscape of K-12 education continues to evolve, staying informed and proactive is more important than ever. EAB’s District Leadership Forum offers the resources and expertise you need to drive meaningful change. Contact us by visiting eab.com/k12 for more information.