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Parents, educators urge Kansas board to limit classroom screen time and rethink device reliance; call for clearer assessment benchmarks
Summary
At the State Board of Education meeting, multiple public commentators urged limits on in‑class personal device use, wider use of paper‑based instruction, and raised concerns about Kansas assessment cut scores. Board members and staff said KSDE will provide district‑level data and research to inform guidance.
Several parents and education advocates used the citizens’ open forum at the Aug. 12 Kansas State Board of Education meeting to press the board for guidance limiting school screen time, encourage a return to “pen and paper” instruction in classrooms, and to raise concerns about assessment cut scores.
Kim Whitman, a parent, asked the board to adopt a resolution modeled on Burke County Schools (N.C.) urging districts to “prioritize investments in physical learning materials,” limiting screen use for note taking, reading comprehension and assessments and reserving digital tools for tasks with demonstrable instructional advantage. Whitman told the board she believes heavy device use has contributed to lower scores and increased anxiety among students.
Other speakers pressed related points. Judith Didi said Kansas assessment cut scores have been set at high, “aspirational” levels that do not reflect post‑secondary outcomes for many students; she asked the board to consider revising cut scores so results better predict college and career success. Emily Brownlee, an educator and nonprofit volunteer, read published research summarizing physical and social effects she attributed to excessive screen time and urged parents and school leaders to consider non‑digital options.
Board and staff response Commissioner Randy Watson told the board that KSDE would compile district‑level data on district‑issued devices, how much is spent and how devices are used, and bring that information to the board in October. He also proposed monthly board briefings on artificial intelligence concerns and guidance for districts, noting technology and its business models are changing quickly.
KSDE staff cited research the agency is gathering and told the board they will present comparable data so the board has an evidence base rather than anecdote alone. The commissioner emphasized the board’s role is to provide research and guidance rather than mandate local practice, and he noted local districts have primary authority over classroom policies.
Why it matters: Public pressure on screen time, privacy and device use is widespread across districts. Parents’ requests for statewide guidance put the board and KSDE in a position to recommend evidence‑based options — for instance, district‑issued device policies, instructional uses for devices, or limits on non‑instructional personal phone use — but any guidance must also respect local control.
Speakers quoted in this article are drawn from statements recorded during the citizens’ open forum.
