H.Hrg.119

1[House Hearing, 119 Congress]2[From the U.S. Government Publishing Office]34                         SCREENTIME IN SCHOOLS5=======================================================================67                                HEARING89                               Before The1011                      SUBCOMMITTEE ON EARLY CHILDHOOD,12                    ELEMENTARY, AND SECONDARY EDUCATION1314                                 OF THE1516                  COMMITTEE ON EDUCATION AND WORKFORCE17                     U.S. HOUSE OF REPRESENTATIVES1819                             FIRST SESSION2021                               __________2223             HEARING HELD IN WASHINGTON, DC, JUNE 10, 20252425                               __________2627                           Serial No. 119-182829                               __________3031    Printed for the use of the Committee on Education and Workforce3233[GRAPHIC NOT AVAILABLE IN TIFF FORMAT]3435        Available via: edworkforce.house.gov or www.govinfo.gov3637                                __________3839                   U.S. GOVERNMENT PUBLISHING OFFICE4062-534 PDF                  WASHINGTON : 202641-----------------------------------------------------------------------------------4243                  COMMITTEE ON EDUCATION AND WORKFORCE4445                    TIM WALBERG, Michigan, Chairman4647JOE WILSON, South Carolina           ROBERT C. ``BOBBY'' SCOTT,48VIRGINIA FOXX, North Carolina            Virginia,49GLENN THOMPSON, Pennsylvania           Ranking Member50GLENN GROTHMAN, Wisconsin            JOE COURTNEY, Connecticut51ELISE M. STEFANIK, New York          FREDERICA S. WILSON, Florida52RICK W. ALLEN, Georgia               SUZANNE BONAMICI, Oregon53JAMES COMER, Kentucky                MARK TAKANO, California54BURGESS OWENS, Utah                  ALMA S. ADAMS, North Carolina55LISA C. McCLAIN, Michigan            MARK DeSAULNIER, California56MARY E. MILLER, Illinois             DONALD NORCROSS, New Jersey57JULIA LETLOW, Louisiana              LUCY McBATH, Georgia58KEVIN KILEY, California              JAHANA HAYES, Connecticut59MICHAEL A. RULLI, Ohio               ILHAN OMAR, Minnesota60JAMES C. MOYLAN, Guam                HALEY M. STEVENS, Michigan61ROBERT F. ONDER, Jr., Missouri       GREG CASAR, Texas62RYAN MACKENZIE, Pennsylvania         SUMMER L. LEE, Pennsylvania63MICHAEL BAUMGARTNER, Washington      JOHN W. MANNION, New York64MARK HARRIS, North Carolina          YASSAMIN ANSARI, Arizona65MARK B. MESSMER, Indiana66RANDY FINE, Florida6768                     R.J. Laukitis, Staff Director69              Veronique Pluviose, Minority Staff Director70                                 ------7172  SUBCOMMITTEE ON EARLY CHILDHOOD, ELEMENTARY, AND SECONDARY EDUCATION7374                   KEVIN KILEY, California, Chairman7576MARY E. MILLER, Illinois             SUZANNE BONAMICI, Oregon,77GLENN THOMPSON, Pennsylvania           Ranking Member78BURGESS OWENS, Utah                  JAHANA HAYES, Connecticut79MICHAEL A. RULLI, Ohio               SUMMER L. LEE, Pennsylvania80JAMES C. MOYLAN, Guam                JOHN W. MANNION, New York81RYAN MACKENZIE, Pennsylvania         FREDERICA S. WILSON, Florida82MARK HARRIS, North Carolina          ALMA S. ADAMS, North Carolina83MARK B. MESSMER, Indiana             YASSAMIN ANSARI, Arizona8485                         C  O  N  T  E  N  T  S8687                              ----------88                                                                   Page8990Hearing held on June 10, 2025....................................     19192                           OPENING STATEMENTS9394    Kiley, Hon. Kevin, Chairman, Subcommittee on Early Childhood,95      Elementary, and Secondary Education........................     196        Prepared statement of....................................     397    Bonamici, Hon. Suzanne, Ranking Member, Subcommittee on Early98      Childhood, Elementary, and Secondary Education.............     499        Prepared statement of....................................     6100101                               WITNESSES102103    Nye, Dr. Rich, Senior Advisor of Education, Office of the104      Governor, Utah.............................................     8105        Prepared statement of....................................    11106    Gibbins, Dr. Matthew, Assistant Superintendent, Richardson107      Independent School District................................    15108        Prepared statement of....................................    17109    Holcomb-McCoy, Dr. Cheryl, President and CEO, American110      Association of Colleges for Teacher Education (AACTE)......    22111        Prepared statement of....................................    24112    Twenge, Dr. Jean, Professor of Psychology, San Diego State113      University.................................................    33114        Prepared statement of....................................    35115116                         ADDITIONAL SUBMISSIONS117118    Ranking Member Bonamici:119        Testimony of Kris Perry..................................    94120    Adams, Hon. Alma, a Representative in Congress from the State121      of North Carolina:122        Report dated May 2019, from North Carolina Justice123          Center, titled ``Education Without Barriers: Addressing124          the Needs of North Carolina's English Learning125          Students''.............................................    68126    Owens, Hon. Burgess, a Representative in Congress from the127      State of Utah:128        Testimony of Emily B. Cherkin............................    96129130                        QUESTIONS FOR THE RECORD131132    Responses to questions submitted for the record by:133        Dr. Cheryl Holcomb-McCoy.................................   102134135                         SCREENTIME IN SCHOOLS136                         .137                         Tuesday, June 10, 2025138139                              ----------140141                       House of Representatives,142143          Subcommittee on Early Childhood,144        Elementary, and Secondary Education145              Committee on Education and Workforce,146                                                    Washington, DC.147    The Subcommittee met, pursuant to notice, at 10:18 a.m., in148Room 2175, Rayburn House Office Building, Hon. Kevin Kiley149(Chairman of the Subcommittee) presiding.150    Present: Representatives Kiley, Owens, Moylan, Mackenzie,151Harris, Messmer, Walberg, Bonamici, Lee, Adams, Ansari,152Stefanik, and Scott.153    Staff present: Vlad Cerga, Director of Information154Technology; Dara Gardner, Einstein Fellow; Wilson; Amy Raaf155Jones, Director of Education and Human Services Policy; Libby156Kearns, Press Assistant; Isaiah Knox, Legislative Assistant;157Campbell Ladd, Clerk; R.J. Laukitis, Staff Director; Danny158Marca, Director of Information Technology; R.J. Martin,159Professional Staff Member; Audra McGeorge, Communications160Director; Eli Mitchell, Legislative Assistant; Alexis Morgan,161Intern; Ethan Pann, Deputy Press Secretary and Digital162Director; Ellison Powell, Intern; Kane Riddell, Staff163Assistant; Carl Rifino, Intern; Sara Robertson, Press164Secretary; Brad Thomas, Deputy Director of Education and Human165Services Policy; Tierney Ambrose, Intern; Anders Vendt,166Legislative Assistant; Ann Vogel, Director of Operations; Ali167Watson, Director of Member Services; James Whittaker, General168Counsel; Samantha Wright, Intern; Ellie Berenson, Minority169Press Assistant; Sayda Bir, Minority Intern; Nichole Dumlao,170Minority APAICS Intern; Rashage Green, Minority Director of171Education Policy & Counsel; Caroline Guo, Minority Intern;172Andres Hernandez, Minority CHCI Fellow; Christian Haines,173Minority General Counsel; Patrick Jo, Minority Intern; Emanual174Kimble, Minority Professional Staff; Samantha Wilkerson,175Minority Professional Staff; Raiyana Malone, Minority Press176Secretary; Marie McGrew, Minority Press Assistant; Eleazar177Padilla, Minority Staff Assistant; Veronique Pluviose, Minority178Staff Director; Banyon Vassar, Minority Director of IT.179    Chairman Kiley. The Subcommittee on Early Childhood,180Elementary and Secondary Education will come to order. I note181that a quorum is present. Without objection, the Chair is182authorized to call a recess at any time. I am actually going to183follow the Ranking Member's example here and surrender both of184my devices, set maybe the sort of example that we want to set185for our students.186    Good morning and welcome to the Subcommittee on Early187Childhood, Elementary and Secondary Education. This Committee188has several Members who have been classroom teachers ourselves,189myself included, but what a teacher faces today is in many ways190unrecognizable from the classrooms that we all sat in, or even191the ones that we taught in.192    Screens are now pervasive, mostly in the form of student's193cell phones drawing attention away from interactive discussion194and instruction. Too often students spend most of their days195with their heads down, thumbs scrolling, and only a fraction196interacting with increasingly discouraged teachers. Students197spend lunch sitting side by side, but interacting with their198phones, rather than their peers.199    We know that thoughtful, focused use of education200technology can be tremendously beneficial for students. For201example, students can use sensors and apps to gather evidence202for investigations and do research faster than ever. This very203Subcommittee, just a couple months ago, examined the use of AI204and its really unlimited potential to increase student205achievement.206    I have been a huge advocate for the potential that AI207offers in our classrooms. We talked about this to some extent208at that hearing, research shows that there are down sides here209when it comes to fixating and excessive use of specific210devices.211    Research shows that students are spending an average of 90212minutes per school day on their own devices, during213instructional time. This contributes to the 8 and a half hours214a day the average high schooler spends on his or her cell215phone. I mean think about that, 8 and a half hours per day on216their phone. These are devices, and we are thinking about smart217phones here that did not exist 20 years ago, and so you have218that number going from zero to 8 and a half hours within the219span of a generation.220    Teachers report that students hurry very sloppily through221assignments, so they can go back to their social media posts,222or YouTube channels, not engaging in the learning process.223Students starting in elementary school huddle around phones224where students share videos with their friends who do not have225phones, sometimes exposing children to inappropriate content.226    Cyber bullying, originating in schools, is contributing to227mental health issues among our youth, and cheating has become228rampant. We must ask ourselves why student achievement has229declined in our country, and why, for example, only 28 percent230of our eighth graders are proficient in math, and only 30231percent are proficient in reading. We have been asking232ourselves these questions, I think there are many causes, but233this is certainly one of them.234    It is not just personal cell phones that can cause problems235in our classrooms. School issued devices are over utilized,236with middle schoolers spending almost two and a half hours a237day on school issued screens, creating eerily quiet classrooms238with little student-to-student or teacher-to-student239interaction.240    Parents in my district agree that screen time needs to be241limited. A recent survey revealed that 40 percent of parents242believed that screen time should be limited to academic use243only, used strictly for academic work, and personal devices244should stay off. Another 34 percent of parents surveyed said245there should be structured device periods where students can246use any device during a set time.247    The rest of the day being screen free. Less than 3 percent248of the parents we surveyed said students should have full249access to devices throughout the school day, so this is an250issue where parents, I think, are really moving toward the view251that we need to have some limitations at least in place.252    How can we balance helpful time on screens with strategies253that have been proven through brain research to increase254comprehension? Strategies like reading from paper and writing255notes by hand could help, and rich, Socratic conversations that256allows students to hear a variety of perspectives, not just a257feed based on algorithms can also help. We need to listen to258what the science is telling us about how screens affect brain259development.260    Not only does too much screen time affect students but261having to continually compete with cell phones for students'262attention contributes heavily to teacher stress and burnout.263Studies show that almost half the cell phone policies that do264exist are not enforced by school leaders, leading to struggles265between teachers and non-compliant students.266    The No. 1 issue causing teacher dissatisfaction is student267behavior and discipline, 55 percent of teachers are thinking of268leaving the profession earlier than they had planned. If we269want to keep good teachers in the classroom, we should start by270supporting efforts to increase classroom engagement.271    Today we want to hear about the status of State and272district-based restrictions and limitations on phones, and how273effective those restrictions are. We also want to highlight274research-based practices of schools that have struck a balance275between technology and interactive teaching in the interest of276advancing student learning to create curious learners and277productive citizens.278    Teachers and parents believe this is a community problem279that can be solved by having a culture that balances the use of280technology in the classroom with proven methods of instruction281that encourage active student engagement, good mental health,282good relationships and quality instruction.283    We on the Committee agree, and we look forward to hearing284what steps are being taken to stem the tide of screens285overtaking our classrooms. With that, I will yield to the286Ranking Member for an opening statement.287    [The prepared statement of Chairman Kiley follows:]288289    Statement of Hon. Kevin Kiley, Chairman, Subcommittee on Early290             Childhood, Elementary, and Secondary Education291292    Good morning, and welcome to the Subcommittee on Early Childhood,293Elementary, and Secondary Education.294    This Committee has several Members who have been classroom295educators, myself included. What a teacher faces today isunrecognizable296from the classrooms that we sat in or even taught in. Screens are297pervasive, mostly in the form of student cell phones, drawing attention298away from interactive discussion and instruction. Too often, students299spend most of their days with their heads down, thumbs scrolling, and300only a fraction interacting with increasingly discouraged teachers.301Students spend lunch sitting side-by-side but interacting with their302phones rather than their peers.303    We know that thoughtful, focused use of educational technology can304be beneficial for students. For example, students can use sensors and305apps to gather evidence for investigations and do research faster than306ever.307    This very Subcommittee has examined the use of AI as a targeted308tool to increase student achievement. Research shows that students are309spending an average of 90 minutes per school day on their own devices310during instructional time. Thiscontributes to the eight and a half311hours a day the average high schooler spends on his or her cell phone.312    Teachers report that students hurry sloppily though assignments so313they can go back to their social media posts or YouTube channel, not314engaging in the learning process. Students, starting in elementary315school, huddle around phones where students share videos with their316friends who do not have cell phones, sometimes exposing children317toinappropriate content. Cyberbullying originating at school is318contributing to mental health issues among our youth. Cheating has319become rampant. We ask ourselves why student achievement has declined320in our country, and why, for example, only 28 percent of our eighth321graders are proficient in math and only 30 percent are proficient in322reading. I think we have found one of the reasons.323    It is not just personal cell phones that can cause problems in our324classrooms. School issued devices are overutilized, with middle325schoolers spending almost two and a half hours a day on school issued326screens, creating eerily quiet classrooms with little student-to-327student or teacher-to-student interaction.328    Parents in my district agree that screen time should be monitored.329A recent survey revealed that 40 percent of parents believe that screen330time should be limited to academic use only, used strictly for academic331work, and personal devices stay off. Thirty-four percent of parents332surveyed said there should be structured device periods, where students333can use any device during a set time. The rest of the day would be334screen-free. Less than 3 percent of parents said students should have335full access to devices during the school day.336    How can we balance helpful time on screens with strategies that337have been proven through brain research to increase comprehension?338    Strategies like reading from paper and writing notes by hand can339help. Rich Socratic conversation that allows students to hear a variety340of perspectives, not just a feed based on their algorithms, would also341help. We need to listen to what science tells us about how screens342affect brain development.343    Not only does too much screen time affect students, but having to344continually compete with cell phones for students' attention345contributes heavily to teacher stress and burnout. Studies show that346almost half the cell phone policies that do exist are not enforced by347school leaders, leading to power struggles between teachers and non-348compliant students. The number one issue causing teacher349dissatisfaction is student behavior and discipline. Fifty-five percent350are thinking about leaving the profession earlier than had planned. If351we want to keep good teachers in the classroom, we should start by352supporting efforts to increaseclassroom engagement.353    Today we want to hear about the status of state and district-based354restrictions on cell phones and those restrictions' effectiveness. We355also want to highlight research-based practices of schools that have356struck a balance between technology and interactive teaching in the357interest of advancing student learning to create curious learners and358productive citizens.359    Teachers and parents believe this is a community problem that can360be solved by having a culture that balances the use of technology in361the classroom with proven methods of instruction that encourage active362student engagement, good mental health, good relationships, and good363instruction. We on the Committee agree, and we look forward to hearing364what steps are being taken to stem the tide of screens overtaking our365classrooms.366                                 ______367368    Ms. Bonamici. Thank you, Mr. Chairman. Thank you to the369witnesses for being here today. We appreciate your time and370your expertise. We all want students to grow up and learn in a371safe and healthy environment, where they are protected from372harm and equipped with the tools and knowledge they need to373thrive in a rapidly changing world.374    Now that cell phones, laptops and tablets have become an375integral part of our everyday lives, schools need to be376equipped with the latest technology and high-speed internet.377Being fluent in technology is a necessity, not a luxury,378especially when students will be entering the workforce in a379modern, global economy.380    Access to, and use of technology must come with guardrails.381Research shows that unrestricted or unmonitored screen time is382likely to have a negative consequence on student's mental383health, as well as their learning and development.384    I noted the part in the testimony, in the written385testimony, where there was a study of students studying on386their laptops, and it took them 6 minutes to go from studying387to scrolling.388    I told that to my son who is a high school teacher, and he389said I am surprised it is that much. Most states, including my390home State of Oregon, are working at the State and district391level to implement comprehensive policies on this issue.392    For example, Portland Public Schools recently adopted a393district-wide policy requiring all students to have their394phones off, and other personal electronics off during school395hours.396    They made exceptions of course for students with397disabilities and approved academic activities. Although I398acknowledge the importance of this topic, and it is important,399I also note that many of my colleagues on the other side of the400aisle and officials in the administration often say that the401Federal Government should not be making decisions for local402schools.403    As with curriculum decisions, technology policy should be404managed by State and local officials. In our role as Federal405officials, we can, and should be supporting that important406research, which the Chairman mentioned, research-based407decisions.408    The guidance, the partnerships, professional development on409this topic, which is especially important to small and rural410school districts that might not have the staff or the411resources, or the research they need to draft effective412policies.413    Again, this is an important topic, but I hope we do not414lose sight of the other many issues that are clearly within our415committee's control and jurisdiction, and how they affect416students as well.417    For example, the Trump administration's actions, coupled418with several harmful proposals in the congressional419Republicans, I call the ``Big Bad Ugly Bill,'' opposed420significant and urgent threat to students' well-being and421academic achievement.422    The testimony we are going to hear today explains that as423we have seen an increase in screen time, we have also seen an424increase in need for behavioral healthcare. Earlier this year,425and without warning, the Trump administration canceled more426than 1 billion dollars in funding for student mental health427services that were funded through the bipartisan Safer428Communities Act.429    These programs ended without notice to states, and without430recourse to help students who depend on them. The grants431provided funding for mental health professionals, for support432services, for suicide prevention resources, for schools and433districts that desperately need them.434    Portland Public Schools use these grants to fund 21 school435psychologists. They provided more than 8,000 mental health436services to students during the 23-24 school year. Moreover,437the administration's plans to eliminate the Department of438Education will have significant consequences for schools and439public education as we know it.440    It will deepen the inequity and instability we are already441seeing across our public education system. Also, the Department442recently have reportedly dismissed all of the employees in the443Office of Education Technology, among other things, this office444assisted districts and states in implementing best practices445for technology, such as how to effectively use screens and446other devices in schools.447    Last, but perhaps most urgently, this Big Bad Ugly Bill448that my colleagues across the aisle championed, will gut449programs that helps kids show up to school ready to learn.450Programs that provide food, healthcare, stability to millions451of families, and now they are being squeezed to pay for massive452tax cuts for billionaires.453    Well, let me say it plainly, students cannot focus on their454schoolwork if they are hungry. Students cannot reach their full455potential if they are unable to access medical care, so yes,456although we are concerned about students' screen time, we457should also focus on what we can control by asserting our role458as Members of this Committee who were elected by our459constituents to engage in oversight of the administration.460    By restoring the bipartisan mental health funding that many461of us voted to authorize, protecting the Department of462Education's ability to do that important research, and offer463guidance to states and local schools about technology, and464supporting programs that provide children with food,465healthcare, and a safe supportive school environment.466    I expect we will all agree that states have control over467screen time, and I appreciate again the expertise and time of468these witnesses, but I hope we can also work on the urgent469challenges that are within our power and jurisdiction, so we470get to the point where every student has the opportunity to471learn and thrive. Thank you, Mr. Chairman, and I yield back.472    [The prepared statement of Ranking Member Bonamici473follows:]474475  Statement of Hon. Suzanne Bonamici, Ranking Member, Subcommittee on476          Early Childhood, Elementary, and Secondary Education477478    Thank you, Mr. Chairman, and thank you to the witnesses for being479here today. We appreciate your time and your expertise. We all want480students to grow up and learn in a safe and healthy environment where481they are protected from harm and equipped with the tools and knowledge482they need to thrive in a rapidly changing world.483    Now that cellphones, laptops, and tablets have become an integral484part of our everyday lives, schools need to be equipped with the latest485technology and high-speed internet. Being fluent in technology is a486necessity, not a luxury, especially when students will be entering the487workforce in a modern, global economy.488    Access to and use of technology must come with guardrails. Research489shows that unrestricted and unmonitored screen time is likely to have490negative consequences on students' mental health, as well as their491learning and development. I noted the part in the written testimony492where there was a study of students studying on their laptops, and it493took them six minutes to go from studying to scrolling. I told that to494my son, who was a high school teacher, and he said, ``I am surprised it495is that much.''496    Most states, including my home state of Oregon, are working at the497state and district level to implement comprehensive policies on this498issue. For example, Portland Public Schools recently adopted a499districtwide policy requiring all students to have their phones off and500other personal electronic devices off during school hours. They made501exceptions, of course, for students with disabilities and approved502academic activities.503    Although I acknowledge the importance of this topic--and it is504important--I also note that many of my colleagues on the other side of505the aisle and officials in the Administration often say that the506federal government should not be making decisions for local schools. As507with curriculum decisions, technology policies should be managed by508state and local officials. In our role as federal officials, we can and509should be supporting that important research, which the Chairman510mentioned research-based decisions, the guidance, the partnerships, and511the professional development on this topic, which is especially512important to small and rural school districts that might not have the513staff or resources or research needed to draft effective policies.514    Again, this is an important topic, but I hope we do not lose sight515of the many other issues that are clearly within our committee's516control and jurisdiction and how they affect students as well. For517example, the Trump Administration's actions, coupled with harmful518proposals in the Congressional Republicans' ``Big Bad Ugly Bill,'' pose519a significant and urgent threat to students' well-being and academic520achievement.521    The testimony we are going to hear today explains that as we have522seen an increase in screen time, we have also seen an increase in need523for behavioral health care. Earlier this year, and without warning, the524Trump Administration cancelled more than $1 billion in funding for525student mental health services that were funded through the Bipartisan526Safer Communities Act. These programs ended without notice to states527and without recourse to help the students who depend on them.528    The grants provided funding for mental health professionals, for529support services, and for suicide prevention resources for schools and530districts that desperately need them. Portland Public Schools used531these grants to fund 21 school psychologists--they provided nearly5328,000 mental health services to students during the 2023-2024 school533year.534    Moreover, the Administration's plans to eliminate the Department of535Education will have significant consequences for schools and public536education as we know it. It will deepen the inequity and instability we537are already seeing across our public education system.538    Also, the Department recently reportedly dismissed all of the539employees in the Office of Education Technology. Among other things,540this office assisted districts and states in implementing best541practices for technology--such as how to effectively use screens and542other devices--in schools.543    Lastly, but perhaps most urgently, this ``Big Bad Ugly Bill'' that544my colleagues across the aisle championed will gut the programs that545help kids show up to school ready to learn. Programs that provide food,546health care, and stability to millions of families, are now being547squeezed to pay for tax cuts for billionaires.548    Let me say it plainly: Students cannot focus on their schoolwork if549they are hungry. Students cannot reach their full potential if they are550unable to access medical care.551    Yes, although we are concerned about students' screen time, we552should also focus on what we can control by asserting our role as553Members of this Committee who were elected by our constituents to554engage in oversight of the Administration. By restoring the bipartisan555mental health funding that many of us voted to authorize, protecting556the Department of Education's ability to do that important research and557offer guidance to states and local schools about technology, and558supporting programs that provide children with food, health care, and a559safe, supportive school environment.560    I expect that we will all agree that states have control over561screen time, and I appreciate again the expertise and time of these562witnesses. But I hope we can also work on the urgent challenges that563are within our power and jurisdiction, so we get to the point where564every student has the opportunity to learn and thrive.565    Thank you, Mr. Chairman, and I yield back.566                                 ______567568    Chairman Kiley. Pursuant to Committee Rule 8(c), all569Members who wish to insert written statements into the record570may do so by submitting them to the Committee Clerk571electronically in Microsoft Word format by 5 p.m., 14 days572after this hearing. Without objection, the hearing record will573remain open for 14 days to allow such statements and other574extraneous material noted during the hearing to be submitted575for the official hearing record.576    I note for the Subcommittee that some of our Members, who577are not permanent Members of the Subcommittee, may be waiving578on for the purpose of today's hearing.579    We will now move on to the introduction of our witnesses.580To introduce our first witness, I would like to recognize the581gentleman from Utah, Representative Owens.582    Mr. Owens. Thank you. I would like to introduce Dr. Rich583Nye, Special Advisor of Education, to Governor Spencer Cox of584Utah, in Salt Lake City.585    We both represent a remarkable State, No. 2 as best State586in education, we are going to be No. 1 soon, and No. 1 in child587online safety, so thank you so much, Dr. Nye, and I look588forward to your testimony for sure.589    Chairman Kiley. Thanks very much. Our second witness is Dr.590Matthew Gibbins, the Assistant Superintendent for the591Richardson Independent School District in Richardson, Texas.592    Our third witness is Dr. Cheryl Holcomb-McCoy, the593President and Chief Executive Officer for the American594Association of Colleges for Teacher Education here in595Washington, DC.596    Our fourth witness is Dr. Jean Twenge, a Professor of597Psychology at San Diego State University in San Diego,598California. We thank the witnesses for being here today and599look forward to your testimony.600    Pursuant to Committee rules I would ask that you each limit601your oral presentation to a 3-minute summary of your written602statement, as Committee Members have many questions for you.603The clock will count down for 3 minutes. However, pursuant to604Committee Rule 8(d) and Committee practice, we will not cutoff605your testimony until you reach the 5-minute mark.606    I would also like to remind the witnesses to be aware of607your responsibility to provide accurate information to the608Subcommittee. I will first recognize Dr. Nye for your609testimony.610611   STATEMENT OF DR. RICH NYE, SENIOR ADVISOR OF EDUCATION TO612       GOVERNOR SPENCER COX OF UTAH, SALT LAKE CITY, UTAH613614    Mr. Nye. Thank you. Chairman Kiley, Ranking Member Bonamici615and Members of the Committee, thank you for inviting me to616testify today, and thank you for tackling such an important617topic. As stated, my name is Rich Nye, and I serve as the618Senior Advisor for Education Policy to Governor Spencer J. Cox.619    In my previous life I was a superintendent of the Granite620School District, one of the largest school districts in the621State of Utah, serving over 60,000 students across 87 schools.622On one hand, we acknowledge that smart phones offer unperilled623access to information and can be a valuable learning school.624However, the overwhelming evidence, as has been noted, points625to serious downsides.626    Primarily, relentless distraction and detrimental impacts,627not only in academics, but as well as mental and behavioral628health. There is overwhelming national data that cannot be629ignored. Nearly 97 percent of students report using their630device during the school day. Adolescents, as has been noted,631spend an average of 8 and a half hours daily on screen-based632media.633    Some researchers have reported that an average student634receives 237 daily notifications, and some students, those same635adolescents, will receive an astounding 498 notifications or636times that they pick up their phone in a single day. This637barrage of notifications severely hinders learning, causing638students to lose classroom focus within moments of even639arriving to the classroom.640    Our teachers confirm this. It is a major disruption to641teaching and learning. Beyond distractions, smart phones are642contributing to serious mental health challenges. They provide643a pervasive platform for cyber bullying with intensifying644harassment through anonymity.645    Furthermore, excessive smart phone use and associated646screen times hinders the development of essential interpersonal647skills and limits face to face interactions. This can lead to648social isolation, impaired communication abilities, and649heightened anxiety. Experts even compare cell phone usage to650other process addictions, demonstrating how over-use651compromises academic and general well-being,652    This is why I emphasize that taking phones out of653classrooms is not enough. If students are allowed to bury their654heads in phones in the hallways or in the lunchroom, rather655than engaging with each other, we are missing an opportunity656for them to develop the interpersonal skills so critical to657growth and success.658    Recognizing these urgent concerns, Utah has taken decisive659action. On January 4, 2024, Governor Spencer J. Cox urged every660school and district leader to remove cell phones from661classrooms as a first step. We have already seen positive662impacts in schools that have proactively implemented these663restrictions. Reporting improved learning, decreased bullying,664and more meaningful student connections.665    Additional statewide momentum culminated in a followup bill666this year, which passed with overwhelming bipartisan support,667and which prohibits students from using cell phones, smart668watches, or emerging technology during classroom hours. It also669allows for exemptions due to exigent circumstances when670required by a student's individual education program, the671familiar IEP, Section 504 plan, or upon a medical necessity.672    My primary message today is that smart phones are an673enormously destructive force in education, and states should do674everything they can to support policies that keep them away675from students, not just in the classroom, but from being used676at all during the school day. As we say in Utah, from bell to677bell. We are proud of Utah's leadership in working toward this678goal.679    As such, Utah has taken a stand, and at the very least,680students will not have unfettered access to smart phones while681they are under the care of an educator.682    This new statewide expectation is a collaborative effort to683recenter student attention on learning, foster healthier,684inter-personal interactions, and mitigate the documented685negative consequences of smart phone overuse.686    By addressing this critical issue, we are creating a more687conducive and supportive setting for all students, ensuring688their focus remains squarely on their learning and development.689    Furthermore, schools and districts are also analyzing the690amount of screen time students experience on school provided691devices, with one district already limiting the amount of692screen time to an average 30 minutes a day.693    There is a clear commitment to establishing a better694balance for the use of technology and screen time in Utah's695classrooms. Again, I thank you for elevating this important696conversation, and I am happy to answer questions.697    [The prepared statement of Dr. Nye follows:]698    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]699700    Chairman Kiley. Thank you very much. Dr. Gibbins, you are701now recognized for your testimony.702703  STATEMENT OF DR. MATTHEW GIBBINS, ASSISTANT SUPERINTENDENT,704   RICHARDSON INDEPENDENT SCHOOL DISTRICT, RICHARDSON, TEXAS705706    Mr. Gibbins. Chairman Kiley, Ranking Member Bonamici, and707Members of the Committee it is an honor to speak with you and708your colleagues this morning. My name is Dr. Matthew Gibbins. I709serve as Assistant Superintendent in the Richardson Independent710School District located in Dallas County, Texas.711    I am grateful for the opportunity to speak with you today712about a pressing issue affecting schools nationwide, student713cell phone use, and how our district has taken steps to reclaim714instruction time, improve school safety, and strengthen student715well-being through a phone-free learning environment.716    Richardson ISD serves approximately 37,000 students across71750 campuses, with a student population that is racially and718economically diverse. In recent years we saw first-hand how719smart phones were disrupting learning and increasing challenges720like cyber bullying, classroom distractions and student721conflict, echoing concerns we know are shared across the722country.723    In fact, our teachers' surveys identified phone use as the724No. 1 concern impacting classroom instruction. In response, our725Superintendent, Ms. Tabitha Branum asked our team to revise and726update a local policy. Based on these changes, we also727introduced a practical tool, the Yondr pouch to selected728campuses. This secure, magnetic pouch stores student's phones,729smart watches and ear buds during the school day, keeping them730accessible after school, but out of sight during instruction.731    At our first pilot at a Junior High School the results were732immediate and profound. 98 percent of teachers reported fewer733disciplinary issues, and 100 percent reported more734instructional time. Following that success we expanded to735several campuses including a high school with nearly 3,000736students.737    We proactively addressed parents' safety concerns through738community meetings and clear emergency protocols. The feedback739and outcomes were encouraging. For example, this year's740preliminary data shows suspensions at certain campuses dropped741between 15 percent and 54 percent.742    Classroom engagement improved, and teacher retention at one743of our Yondr campuses climbed to 94 percent, with many citing744the phone free environment as a primary reason for staying in745the profession. Perhaps most importantly, teachers across all746campuses reported regaining more than 10 minutes of instruction747per class period, that is over an hour per week per class.748    That is now focused on student learning and connection.749Here is what our educators say, ``It's not just about phones,750it's about restoring focus, improving relationships, and751reclaiming the joy of teaching.'' One principal told us we have752gone from fights being filmed and shared on social media to753students talking, reading and laughing together during lunch.754While there is no one size fits all solution, our experience755demonstrates that with consistent policy, strong communication756and the right tools, schools can meaningfully reduce757distractions and improve the learning climate.758    As this Committee considers issues related to student759mental health, digital safety and education outcomes, we hope760our model offers a practical data informed example of how our761particular district policy changes and focus on instructional762time in the classroom can support national goals.763    Thank you for your leadership and commitment to America's764students.765    [The prepared statement of Dr. Gibbins follows:]766    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]767768    Chairman Kiley. Thank you very much. Dr. Holcomb-McCoy, you769are now recognized for your testimony.770771  STATEMENT OF DR. CHERYL HOLCOMB-McCOY, PRESIDENT AND CHIEF772EXECUTIVE OFFICER, AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER773                  EDUCATION, WASHINGTON, D.C.774775    Ms. Holcomb-McCoy. Chair Kiley, Ranking Member Bonamici,776and Members of the Subcommittee, thank you for the opportunity777to testify about such an important topic today. I am Cheryl778Holcomb-McCoy, President and CEO of the American Association of779Colleges for Teacher Education or better known as AACTE.780    Our organization represents over 500 educator preparation781programs across the Nation, and we graduate more than 120,000782new educators annually, encompassing teachers, school leaders,783school counselors, special educators and other education784specialists.785    As a former kindergarten teacher myself, and school786counselor, I am here to discuss really the increasingly urgent787and complex issue of screen time, and its impact on children's788academic and social and emotional development. While also789highlighting the critical role of well-prepared educators and790addressing this growing challenge.791    You can please refer to my written testimony for a more792detailed analysis. Technology overall can be a powerful tool793for teaching and learning. It can personalize instruction,794provide access to rich content, and support the learning needs795of students with disabilities. As the mother of a daughter with796special needs, I have witnessed firsthand how screen-based797tools like tablets, and communication devices, can be798positively life changing.799    Excessive screen use, via smart phones, as mentioned by800other panelists this morning, is harming children's801development, their mental health and academic progress.802Children as young as 8 now spend 4 to 6 hours daily on screens,803teens average nearly 9, and while some screen time is804instructional, much of it is not, and teachers are reporting805rising distractions in class, anxiety and disengagement of806students.807    School mental health providers, counselors, are overwhelmed808with cases of depression and behavioral challenges, often809linked to social media, digital comparison, and disrupted810sleep. Sadly, most educator and counselor preparation programs811still do not include training in screen time science, digital812wellness or media literacy, and this I believe is a serious gap813in the preparation of future educators.814    Today, I come to you to urge you to consider Federal815leadership in four critical areas that will increase our816understanding of children's screen time and to better equip the817educators who interact with our children every day. First,818investments in educator preparation are needed through Federal819grant programs, such as TQP, SEED, TSL, Hawkins Centers for820Excellence and IDEA personnel preparation.821    These grant programs can prioritize outcomes, such as822digital students, digital wellness, media literacy and tech823use, but also the evaluation of programs that minimize or limit824student usage of devices such as cell phones and other devices825also in schools.826    Second, restoring school based mental health grants is so827important. These grants created under the bipartisan Safer828Communities Act enable schools and districts to hire and retain829counselors, psychologists and social workers.830    Their termination has left districts and teachers and831principals, and superintendents, without the critical support832they need for students in crisis, particularly those affected833by excessive screen time. These funds must be reinstated.834    Third, funding of rigorous research through the Institute835of Education Sciences, or IES, we need longitudinal term836studies on the effects of screen time from cell phones versus837other devices, as well as evidence on effective educator838training and instructional strategies that result in healthy,839digital practices.840    As educators, we deserve and need to know what works.841Finally, the issuing of national guidance through the Office of842Educational Technology, or OET. OET, in my opinion, should lead843the development of age-appropriate research informed844recommendations on screen use. Its capacity has been severely845diminished, and reinvestment is urgently needed.846    At AACTE, we also support the guidance of ISTE, or the847International Society for Technology and Education. ISTE's848research-based standards emphasize digital citizenship,849empowered learning and responsible media use. Overall, we must850invest in the educators who prepare and support our children in851this digital age, ensuring that they are equipped with the best852research and practices to face the challenges of excessive853screen time.854    I thank you for your attention, and I look forward to your855questions and partnership on behalf of all students. Thank you.856    [The prepared statement of Dr. Holcomb-McCoy follows:]857    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]858859    Chairman Kiley. Thank you very much and now, finally, Dr.860Twenge, you are recognized for your testimony.861862  STATEMENT OF DR. JEAN TWENGE, PROFESSOR OF PSYCHOLOGY, SAN863         DIEGO STATE UNIVERSITY, SAN DIEGO, CALIFORNIA864865    Ms. Twenge. Good morning, Chairman Kiley, Ranking Member866Bonamici and other esteemed Members of the Committee. Thank you867for the invitation to speak before you today. My name is Jean868Twenge, and I do research on generational differences and how869they're caused by technology.870    I also just wrote a book for parents called Ten Rules for871Raising Kids in a High-Tech World. The first smart phone went872on sale in 2007. By 2012, the majority of Americans owned one.873The years since have resembled a vast experiment, especially on874children and adolescents.875    The results of that experiment have been a disaster. That876is especially true in schools where most students can use their877phones during the school day.878    In a large international survey, twice as many students879report that they feel lonely at school, as did in 2012.880Loneliness at school has increased the most in countries where881students spend more time using electronic devices for leisure882purposes during the school day.883    Academic performance has also suffered. After rising for884two decades, U.S. student scores on standardized reading and885math tests declined after 2012. Internationally, scores on886math, reading and science also began to decline around 2012.887    The declines in academic performance are significantly888larger in countries where students spend more time using889electronic devices for leisure purposes, like social media,890during the school day.891    The mere presence of a smart phone reduces attention892capacity and cognitive performance. In one experiment, students893who did not have access to their phones during a lecture scored89413 percentage points higher on a test than those who kept their895phones.896    A study of Norwegian middle schools found that smart phone897bans led to improved academic performance, less bullying, and898better mental health, especially for girls, and we can put the899slide down now, thank you.900    Third, students are talking to each other less. When901students have access to their phones during breaks and lunch902they are occupied with their devices, instead of interacting903face to face with each other.904    This is on top of the sharp decline in teens getting905together with their friends in person outside of school that906has happened also at the same time that we have had major907increases in depression, self-harm and suicide among our teens,908that also began around 2012.909    A commonsense media survey found that one out of four teens910watched pornography during the school day. Half of those said911they used a school issued device to do so. That also means912other students are inadvertently exposed to adult content at913school. My oldest daughter, who just graduated from high school914and is now in the Navy, once sat behind a boy watching915pornography on his phone in the middle of a high school class.916    Fifth, access to phones often leads to bullying, fights and917unauthorized filming. In a rural district in Colorado, more918than half of student disciplinary issues were due to phones.919When the North Adams School District in Massachusetts banned920phones during the school day, discipline referrals dropped 75921percent.922    Sixth, teachers find it difficult to teach when students923are on their phones. Many are quitting in frustration. 72924percent of high school teachers say that students being925distracted by their phones in the classroom is a major problem.92683 percent support banning student phone use during the entire927school day. ``Every day is a constant struggle against cell928phone usage,'' said one teacher who quit.929    ``We're competing with Netflix, Face Time, texting, they're930even watching March Madness,'' said another teacher. In931conclusion, allowing smart phones in schools has been a932disaster for our children. For their sake, this vast natural933experiment must come to an end. Thank you.934    [The prepared statement of Dr. Twenge follows:]935    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]936937    Chairman Kiley. Thank you very much. Under Committee Rule9389, we will now question witnesses under the 5-minute rule, and939I will first recognize the Vice Chair of the Full Committee,940Representative Owens.941    Mr. Owens. Thank you to Chairman Kiley. Thanks for this942very important hearing on the usage and impact of screens in943schools. Technology can often be a forced multiplier in the944workforce. However, we need to better understand the945implications when we expose our children to digital devices,946and what the long-term effects might be.947    I am grateful for the witnesses who are here today to talk948about this topic, and how we can make sure that we are making949the best decisions for our children. Dr. Twenge, I want, if you950would not mind repeating, you just shared some percentage of951children that have viewed inappropriate images on devices at952schools.953    Can you share that once again? I want to make sure people954understand the impact that we are having in this particular955case.956    Ms. Twenge. Right. This was a survey of teens done by957Common Sense Media, a really respected organization, and they958found that almost 1 out of 4 teens admitted they had watched959pornography--inappropriate content during the school day, and960half of those who have said that they did that, did it on a961school issued device.962    Mr. Owens. Okay. Thank you so much. Dr. Nye, you work963closely with Governor Cox, and other State officials, to craft964and pass legislation in Utah. What role did officials play in965helping to make the case to the public and stakeholders about966the need to make these changes?967    Mr. Nye. It was certainly a collaborative effort, right. In968terms of the officials, you had not only legislators calling969for it, parents calling for it, teachers calling for it,970everyone saying something needs to be done. As you know, when971you are crafting policy, that--statewide policy, that becomes972very tricky in terms of if it is too prescriptive, then it973limits or hinders innovation.974    If it is too broad then of course, we are not going to975accomplish our outcomes. Our local officials and State leaders976got together and said well, what could this look like for Utah?977Put together what was a very collaborative bill in this case,978and through the process we got significant feedback to refine979it into something that is a step forward.980    Mr. Owens. I gather the parents were also a big part of981this collaborative effort?982    Mr. Nye. They were, and so much of this policy, too983originates at the local level, so there is permissive language984in the bill that allows local control for local circumstances,985and that is where you will have a school community council986working with a principal, working with the teachers saying we987understand the statewide expectation is to reduce or eliminate,988excuse me, phones in the classroom, but what else needs to be989true at our school regarding that?990    Then they could have that discussion and that engagement.991    Mr. Owens. Okay. Are districts and schools supporting992teachers when enforcing these smart phone restrictions, and993what does that kind of support look like?994    Mr. Nye. I appreciate that. Any good policy, or any good995rule is only as good as its degree to which it is enforced, and996for teachers, especially they had called out early saying997please help us, it would be great to have a law, or a district998policy to help do that, so we have something to point to.999    That is what they are doing now, and then to the degree1000administration is able to help when a teacher brings up the1001issue, or they are seeking to enforce what is the expectation1002when the administration is there having the conversation with1003the student, having a conversation with the parents, the1004teacher does feel supported in that effort, and is able to, you1005know, across the campus have some uniformity of expectation.1006    Mr. Owens. You mentioned the Utah Senate Bill 178 received1007bipartisan support in the State legislation. In what specific1008ways did partners come together to cross the aisle to1009accomplish this?1010    Mr. Nye. Yes, I think with the focus being on what is the1011impact of cell phones and screens in schools, the untold1012aspects of that. Everyone recognized that the common1013denominator of it was it is hampering educational outcomes and1014student well-being. When we made that the focus, people can get1015around that. Now, how we get there to addressing it, of course1016there is a legislative process to do that is--but for that1017bipartisan support it was commonly recognized as a statewide1018issue that smart phones and that associated screen time were1019hindering what is occurring in our classrooms.1020    Mr. Owens. To say the least the from bill-to-bill policy is1021so Utah. I love the innovation, love the collaboration, and I1022love that we are having this conversation, very, very important1023for our kids and our future, so thank you so much and I yield1024back my time.1025    Chairman Kiley. I now recognize the Ranking Member for 51026minutes.1027    Ms. Bonamici. Thank you, Mr. Chairman. I appreciate that1028this is a critical issue and that it is bipartisan, but I also1029want to reiterate that the Federal Government does not play a1030role in establishing policies. That is up to states and local1031school districts. Our role could be to be an effective partner1032for the states through research and guidance, professional1033development.1034    Those are rendered more unlikely if not impossible without1035the Institute of Education Sciences and the Office of Education1036Technology at the Department of Education. We have been talking1037about academic outcomes and mental health, and you know, it is1038pretty clear from all of your testimony that we have a1039critical, serious issue to address with device addiction, and1040why it is so prevalent.1041    Also, we need to talk about the risks of access, but also1042what can schools do to address it? We know that this is1043affecting not only students in urban areas, like I mentioned1044with Portland Public Schools and their programs funded through1045the bipartisan Safer Communities Act, but rural districts as1046well.1047    A small, rural school district in Oregon saw a significant1048improvement in access to behavioral healthcare for their1049students when they were able to hire additional social workers1050with grant funding from the bipartisan Safer Communities Act. I1051recently learned that that funding is being turned off, leaving1052students without the support and counseling they need.1053    Dr. Holcomb-McCoy, what are additional challenges that1054rural communities face, and why is that support through bills1055like the bipartisan Safer Communities Act so important?1056    Ms. Holcomb-McCoy. Well, thank you for the question and for1057your concern about rural communities. The fact is--is that the1058American School Counselor Association has a recommendation that1059there should be one counselor to every 250 students, which is1060an ambitious ratio.1061    In rural districts often counselors have way more than 2501062students because they are covering sometimes an entire county,1063which could be 700, 800, 900 students. The same is true in1064urban districts. Right now, we are just not hiring enough1065counselors that can manage the case load. On top of that,1066school counselors' work is based in school time, and so the1067issue of taking students out of instructional time for mental1068health concerns is also another challenge that there are not1069enough mental health providers in rural areas, also, that are1070close enough to provide the help that many students need there.1071    Ms. Bonamici. I appreciate that. I remember having a very1072similar conversation in this very room after Sandy Hook and1073looking at the lack of school counselors and how important they1074are. We have heard pretty overwhelmingly about the positive1075effects of school phone bans and device bans.1076    Dr. Holcomb-McCoy, not all studies suggest that a ban is1077going to lead to improvements in student well-being. Why might1078that be? Is there a relation to lack of training among1079educators and administrators, and what would be the1080consequences of the cuts to research and Title II professional1081development funding on this issue?1082    Ms. Holcomb-McCoy. Well, many as I said, educators need the1083training to understand the challenge, as well as how to use1084technology in a healthy way. Although we are talking about cell1085phone bans which I can understand the harm that is associated1086with that, there are many students that need screen time to1087connect with friends.1088    In my daughter's case it was to be able to communicate1089effectively and needing the time. It is important for teachers1090and educators, all educators, leaders in schools to understand1091this balance of how to use, how to create healthy digital use1092of technology.1093    Ms. Bonamici. We need to get it right.1094    Ms. Holcomb-McCoy. We need to get it right. It is almost1095like food. It is like we do not want to eat too much, it is1096harmful. Too little could be harmful as well. It is moderation1097that we are seeking for.1098    Ms. Bonamici. Thank you. Dr. Twenge, I noticed in your1099testimony something that is--I know it is submitted in your1100written testimony, but I think it is important to talk about1101here, we never take off our parent hats when we are parents of1102kids who are either in school or have been through school.1103    You said some of the strongest opposition has come from1104parents who are concerned that they will not be able to contact1105their child if there is an emergency. You know, I noted Sandy1106Hook, but there have been many other instances, for example, of1107gun violence, Uvalde, Parkland, we don't need to list them.1108There are way too many, so how do you respond to that?1109    Ms. Twenge. Fortunately, it is a minority of parents who1110are against the smart phone bans during the school day, but the1111vast majority do support them. When concerns are brought up, it1112is very often in that category, what if there is an emergency.1113In particular, a lot of parents want to know that. When I give1114talks at school's, parents will bring that up.1115    Principals say they get that question from parents. It1116turns out school safety experts are in agreement that students1117having access to their phones during an active shooter1118situation is actually more dangerous, so that is for a number1119of reasons. For one thing, if they are distracted by their1120phones they may not listen to the instructions about where they1121need to go to keep themselves safe.1122    The noise from those devices can alert intruders to where1123students are hiding. If they are using those devices, even you1124would think maybe oh, this is comforting to contact their1125parents, and that causes a bunch of other problems, then the1126parents are going to rush to the school. That is going to block1127access to police and first responders, and it is going to tie1128up bandwidth that those first responders need to respond to the1129situation.1130    Ms. Bonamici. Thank you. I know I have gone over, but I1131think it was important to get that on the record. Thank you,1132Mr. Chairman, I yield back.1133    Chairman Kiley. Thank you very much. The Representative1134from Pennsylvania, Mr. Mackenzie, is recognized for 5 minutes.1135    Mr. Mackenzie. Well, thank you Chairman. I appreciate1136everybody being here today. It is an important topic, and one1137that we hear about back in our communities fairly often from1138concerned parents and educators, so very important discussion1139to be had here.1140    Ms. Twenge, I would like to go to you first and just1141inquire about what we know and what we have learned, or Dr.1142Twenge, I am sorry, from other countries. Are there leaders in1143this field that we can look to who have kind of maybe taken1144steps more proactively, or faster, and what can we take away1145from those experiences?1146    Ms. Twenge. Well, one of the things that I described in1147both my oral and written testimony is a study that us under1148review by myself and my colleagues, looking at the PISA dataset1149which is around the world, and it has measured things like1150loneliness at school, and it also has standardized measures of1151academic performance in math, reading and science.1152    There is a clear pattern. There are some countries where1153through restrictions or other means, students are not using1154their devices during the school day for leisure purposes like1155social media and texting as much as in other countries. We see1156a clear pattern that those countries that, where students spend1157less time on those devices for leisure purposes, better1158academic performance.1159    Academic performance has not declined as much as it has in1160other countries. It stayed relatively stable, and that there1161has not been as big of an increase in feelings of loneliness at1162school. That gives us the great source of data to look at, yes,1163that there is different ways of doing this, and you are getting1164the best outcomes when students are not watching TikTok during1165class, which I think should not be that surprising.1166    Mr. Mackenzie. Thank you. I will go to Dr. Nye or Dr.1167Gibbins, either of you might be able to answer this question.1168When a school district is going about implementing a policy,1169and they have come up with what they think is a best approach,1170they have maybe gone through some hearings with their local1171communities or school board, how should we look at engagement1172with parents, not only in the development of these policies,1173but then also the implementation?1174    Mr. Gibbins. Yes, sir, thank you for that question. I think1175as far as our district goes, we have really focused on1176transparency for everything that we do on a daily basis. I1177think the tide has really turned from there being an us against1178them kind of mentality when we are talking about parents and1179their involvement in the student's education.1180    For us it was definitely the idea of getting the1181information in front of our parents around what we were doing1182and why we were doing it. As you mentioned, we had several1183board meetings where we proposed the policy, we talked about1184it. We have frequently asked questions on our website.1185    We address the parents' concern around safety, all of those1186aspects are all on our website, and we are able to offer that1187information. Second, just good old-fashioned face to face, sit1188down and talk with a parent and be available for them to talk1189through whatever concerns they may have.1190    Our high school principals, when we implemented this policy1191were great at that. From a central level, I did not have very1192many conversations with concerned parents because our high1193school principals and our junior high principals took care of1194that, had good conversations, and helped our parents feel at1195ease.1196    Mr. Mackenzie. After implementation have you done any1197followup with parents to see what their experience has been? If1198it has been positive for not only themselves, but also their1199students?1200    Mr. Gibbins. Yes, sir. This is our third full year of1201implementation. In the first 2 years we sent out a survey to1202our parents and our students, and our staff, and so getting1203that information from our parents it was very clear that they1204understood the policy. They knew the reasoning why.1205    There is some general concern around it, which I think we1206have heard from some of our other colleagues here, but every1207year we gather that information and try to adjust and offer1208information, or additional sessions around training if we see1209that there is a spike and some type of a concern, even for a1210particular campus in general.1211    Mr. Mackenzie. Great, and just with the remaining time that1212I have. It sounds like you have figured out a great approach1213that works in your local community, but it could be a model for1214other school districts. Is there anything that is being put1215together by either your organization or others that you are1216aware of, that is a model policy, not only in the actual1217policy, but also that whole development and implementation and1218feedback program and approach that you just talked about?1219    Mr. Gibbins. Yes, sir, thank you for that question.1220Actually, there is going to be a House Bill 1481 for the State1221of Texas that is going--will be signed by the Governor, or1222should be signed by the Governor that will help all districts1223formulate those types of things so there will be a requirement1224for a standardized policy.1225    There will be an understanding of what those need to look1226like from consequences, all those things, and we are going to1227be more than happy to work with our State legislators as needed1228to help with that. Our policy and our process was not perfect,1229and so we are hopeful to help share our fabulous failures as1230well, and what we want to do to make things better.1231    As we are moving forward, I think you will see more1232unification from that at the State level.1233    Mr. Mackenzie. Sounds great, thank you again, and I yield1234back.1235    Chairman Kiley. The Representative from Arizona, Ms.1236Ansari, is recognized.1237    Ms. Ansari. Good morning. I want to thank our expert1238witnesses so much for being here today. There is no question1239that technology has dramatically changed our education1240landscape and the lives of youth in this country in some ways1241for the better, and in others for the worst.1242    I personally got my first cell phone in the seventh grade,1243and I think often about how grateful I am that smart phones1244were not a thing until college, because growing up is stressful1245enough as it is, and My Space and Facebook were stressful1246enough as it is.1247    Very important conversation that we are having today. I1248also do want to note that we are having this conversation while1249the Trump administration is gutting the Department of1250Education, cutting funding for research and teacher education1251grants, and recently announced it was canceling 1 billion1252dollars in grants to school districts to hire mental health1253professionals.1254    Since 2010, we have seen a significant rise in mental1255health concerns among children and adolescents, coinciding with1256the rapid expansion of social media and screen time. Anxiety,1257behavioral disorders and depression have become increasingly1258prevalent, with 10 percent of children ages 3 to 17 diagnosed1259with an anxiety disorder in the U.S. as of the 2021 and 20221260school year.1261    In response to this growing issue, the U.S. Preventive1262Services Task Force updated its recommendations in 2022 to1263include anxiety screening for children as young as 8 years old.1264Dr. Holcomb-McCoy, given these trends, what do we know about1265the relationship between screen time and youth mental health,1266and how should educators, parents and policymakers approach1267this issue to better support students?1268    Ms. Holcomb-McCoy. Well, the research that we have now1269shows that there is a relationship between screen time and1270mental health issues, particularly when we think about a1271noninstructional time on social media such as TikTok and other1272types of bad content. That is what we are really concerned1273about is the content not being instructional and helpful to a1274student, and therefore it can cause mental health issues.1275    We are seeing that increase dramatically. We also see what1276we call comparisons, comparing oneself to others on social1277media, that is very, very harmful. The consequences can be vast1278if not treated, and one thing that we are seeing now is that we1279are seeing mental health issues among adolescents increasing1280dramatically, but the lack of treatment and intervention is the1281one that is so bothersome.1282    If there are no school counselors available, no school1283psychologists, or if you are in a rural area, and there are no1284mental health providers in your community, then we are talking1285about thousands, if not hundreds of thousands of students being1286graduating from high school with untreated mental health1287issues.1288    That is dangerous for many reasons. I could go into what1289that means as far as workforce issues, not being prepared to1290work, not being prepared to go on to stable relationships,1291overall, just not being able to be productive citizens. That1292will damage and be harmful for all of us.1293    Ms. Ansari. Thank you. On that note, do you believe that1294canceling 1 billion dollars in Federal grants to hire mental1295health professionals in schools will help or harm these1296efforts?1297    Ms. Holcomb-McCoy. Harm.1298    Ms. Ansari. Thank you. Different students also have1299dramatically different needs and experiences when it comes to1300the use of screens in classrooms. You mentioned this in your1301opening statement.1302    As schools increasingly impose limits or outright bans on1303cell phones and other devices, we know that disability1304advocates are increasingly concerned that these policies could1305impede access to much needed assistive technology that students1306with disabilities rely on in the classroom.1307    Either technology that is on the student's phone or tablet,1308under the Individuals with Disabilities and Education Act, or1309IDEA, as well as the Americans with Disability Act, and Section1310504 of the Rehabilitation Act, students have a right to access1311assistive technology in the classroom.1312    Can you also talk about schools can avoid assisting or--I1313am sorry, avoid restricting the access to assistive technology1314while they are setting policies to limit access to screens and1315devices during school hours?1316    Ms. Holcomb-McCoy. Yes, I think, you know, I am a1317researcher myself, and I appreciate good research, and the1318research on cell ban, cell phone bans, is one type is on one1319type of device. Like my daughter for instance, with special1320needs and communication disorders, it was imperative that she1321had a tablet during school to be able to communicate with1322others.1323    This tablet, the use of this tablet is screen time, but it1324is helpful screen time, so that she can communicate. I think it1325is important for future research to show the differences1326between the different types of devices that are present in1327schools, so that we are not banning all screen time for1328students because it could be helpful to some and harmful to1329others.1330    We need more research that will help inform policy, and so1331that is--I mean that is, what is what I hear, the critical1332issue for us to determine in the future is what types of1333devices have the most harm.1334    Ms. Ansari. Right.1335    Ms. Holcomb-McCoy. I believe that the research on cell1336phones in schools is it is true and it is distracting. It is1337causing problems and harm to students, but there are other1338devices in schools as well that can be that can enhance1339learning, and so I think we need to look at that very1340carefully.1341    Ms. Ansari. Thank you so much. It is incredibly helpful,1342and I think the final note to make sure that we are not just1343implementing one size fits all solutions be important to be1344research based and make decisions that are according to such.1345Thank you.1346    Chairman Kiley. I will now recognize myself for 5 minutes.1347Dr. Nye, I want to ask you about some of your experiences and1348successes in Utah, and I have always been a fan of taking notes1349by hand and reading books, rather than on screens. I have1350always kind of felt intuitively that this is a more cognitively1351beneficial way of doing things, and now as we have discussed,1352there is actually a lot of research to bear that out.1353    At the same time just a couple months ago we held a hearing1354where I expressed my view that technology, and in particular,1355AI has the potential to close achievement gaps and elevate1356student achievement in ways that we have perhaps never seen1357before.1358    I do not actually believe that these two points of view are1359inconsistent. I actually think that one of the benefits of1360emergent technologies is there is the potential to liberate us1361from our screens. I think there is a growing consensus that the1362next major computing platform likely will not be screen based1363but will be more integrated with the real world.1364    Even looking at some of the different modalities by which1365AI tools can be advanced now, you have video, you have voice,1366so you can imagine for example, a student that is reading a1367book, or doing a math problem that is able to ask a question1368just by using their voice, and then get an answer that they can1369hear so that they are not forced to go to a screen and look1370something up, and get pulled into something else.1371    Have you seen examples of that where you can kind of use1372emerging technologies in a way that actually liberates us from1373screens, and enriches instruction?1374    Mr. Nye. Absolutely. Thank you, Chairman Kiley. I mean to1375be clear, to remove technology, or suggest that we do so out of1376the classroom altogether would be a disservice to our students.1377When we are thinking about the appropriate use, what is that1378technology enhanced classroom versus that technology driven1379classroom?1380    What we are primarily concerned is what are those--the1381device itself, whether it is a school provided device, or the1382one we carry on us is a smart phone, is only as good as what1383it's intended use is for. The concern, and the thing that we1384are wrestling with in the classroom is when the device is used1385inappropriately, or for means otherwise not associated or1386attributed to the educational and learning progression process,1387right?1388    The other aspect of it to your point, that technology1389enhanced classroom absolutely is a place, and our students need1390to be able to identify the appropriate uses of those, as you1391have discussed, as well as the AI integration, and even blended1392classroom opportunities. There is a better balance, clearly,1393not only in the instruction side of it, but of course we are1394working to address all those negative uses of the devices as1395well.1396    Chairman Kiley. Yes. Everything is changing so fast that it1397is I think really important for us to be hearing from you about1398what you are seeing in your classrooms, so that we can share1399best practices and respond accordingly.1400    Dr. Twenge, I also wanted to ask you about your research on1401brain science, because we have learned a lot about what these1402devices actually do to the developing brain. I think it was Dr.1403Nye who mentioned there is something like 280 notifications the1404average students get a day from their phone, and we have1405learned about sort of the cheap and dopamine hits that things1406like social media provide, and then it kind of gets you into1407this vicious cycle where you need more and more of a hit in1408order, and you know, the reward is actually less, so then you1409are doing it more and more.1410    Then it actually sort of undercuts your ability to, you1411know, engage in more fulfilling activities like relationship1412with friends and that sort of thing. Could you kind of just1413expand on how these devices are actually rewiring the1414developing brain?1415    Ms. Twenge. Yes, and I want to be clear I am not a1416neuroscientist, so I have not really, you know, done FMRI1417studies, or any of that. What we do know is the effect on1418attention span, and how people end up feeling a compulsion to1419take that phone out every time it buzzes, and adults feel that.1420    Then, think about being 10 and having your first smart1421phone, and that trains the brain to have that oh, it is1422buzzing, take it out, and that happens in school all the time,1423which is why that bell to bell policy is much better because if1424they have access to the phone in their pocket, and they are not1425supposed to take it out during class, but they know it is1426there, they know it is going to buzz, and they have that1427response.1428    This is one of the biggest challenges I think is that we1429have these devices which have radically shortened the attention1430span to the point where many students cannot make it through a1431book, even a short book, so a lot of high schools in English1432class no longer require students to read books. They have given1433up, they only read essays and short stories.1434    Even outside of school. Leisure reading is really important1435for developing empathy, for developing attention span for1436learning things. The number of high school seniors who read1437anything, a book, magazine, newspaper, anything longer form1438every day in the 70's and 80's, it was 60 percent who did that1439every day.1440    In more recent years in the big national surveys, it is1441more than 17 percent. We have seen this huge, huge decline in1442reading books and being able to pay attention for that long.1443    Chairman Kiley. That is very troubling. Thank you very much1444for sharing your perspective, and I think that, you know, maybe1445at some point later in the hearing if you had any tips as well1446for parents as to kind of little tweaks that you can make.1447    Maybe turning off notifications would be a good one, right1448because then you get one, and then you pull out the phone and1449you check your whatever it might be, Instagram message, and1450then oh, here is a reel, and suddenly you are on your phone for145130 more minutes.1452    I would love to hear more about that as well, but my time1453is up, so I will now recognize the Representative from1454Pennsylvania, Ms. Lee.1455    Ms. Lee. Thank you, Mr. Chairman. I mean I would like to1456just start by saying that you know, the prevalence and the1457phenomenon of screen time is I think concerning for all of us.1458There is no doubt that screens are incredibly prevalent in1459classrooms right now, and there is no questioning the need to1460understand like how that technology is affecting students'1461learning and their well-being.1462    We know that children and teens' interaction with digital1463devices can lead to depression, to anxiety, and other1464concerning health outcomes, and we need to talk about it. We1465also need to address it, but what my concern is that1466Republicans are just giving lip service to mental health right1467now because the administration is ending grants.1468    We have heard grants that over 250 school districts relied1469on to hire school counselors and social workers. It makes me1470wonder how the Republicans are going to ask us to have a1471genuine conversation about harmful effects of screen time in1472schools when they are enabling the administration to dismantle1473the Department of Education, and any support structures that we1474have for schools, program by program, nickel and dime.1475    Republicans are asking schools to address students' mental1476health, while leaving them with very little support to actually1477do anything about it. Take the Institute for Education1478Sciences, the Department of Education has cut nearly 9001479million dollars in IES contracts, and a majority of IES1480employees were dismissed.1481    This abruptly stopped ongoing research, including an1482evaluation examining whether mental health interventions were1483working. When states, districts, and schools make policies1484around screen time they turn to data and research to understand1485the scope of the problem, and what solutions could actually1486work.1487    How are going to ask schools to make evidence-based1488policies around screen time while simultaneously cutting off1489the production of the evidence that they need? Educators are1490already stretched incredibly thin, and now we are going to ask1491them to be data scientists and researchers too.1492    Dr. Holcomb-McCoy, why is it so important to invest in the1493Institute of Education Science? What role, and I know we have1494mentioned it in your opener, it has been mentioned, but what1495role specifically does IES data and research play in developing1496policies around using digital devices in school?1497    Ms. Holcomb-McCoy. Thank you for that question because1498research is so important in education to guide practice, as1499well as policymaking. What IES different, if you compared to1500State level research, IES is/was a setting for--was an1501opportunity for researchers to do longer longitudinal studies,1502multi-State research to look at comparisons across many1503different school districts, many different states.1504    It was a center for research that answered some of these1505important questions around practice and policy. For instance,1506when I was at Johns Hopkins University, I was part of an IES1507grant that looked at special education referrals, and it was a1508grant in which we looked at Baltimore schools, but Maryland1509schools in general, and looking at new interventions, and1510really testing those interventions by randomized trials to see1511if it actually had the impact that we hypothesized in the1512beginning.1513    The research that comes out of IES was so important to the1514work of educators because it informed. It gave us more rigorous1515evaluation of the policies and the practices, innovative1516practices, that we thought would really work. It is all about1517tell us what works, so that we are not, you know, involved in1518practices anymore because we think they work, we need to know1519that they work through the rigorous evaluation.1520    That is what IES gave us. It gave us a center for research,1521for researchers from our member institutions, as a part of1522AACTE, had many IES grants that were canceled that stopped the1523investigation of some of the most innovative practices.1524    Ms. Lee. Thank you. In the interest of time I will send in1525my second question to the record, but I want to conclude by1526saying that the bottom line is that as students are facing1527increasing mental health challenges, schools need more, not1528less, support to keep up with the evolving technology that may1529be contributing to the problem.1530    This Committee should be working to ensure that schools1531have the funding and the resources they need to understand and1532implement those best practices for the students. The Committee1533should be working to ensure policies around technology and1534schools address the growing digital divide for answers because1535while schools, or some schools are dealing with more and more1536screens, others are fighting for the bare minimal to teach1537students basic digital literacy.1538    The Committee could be working to provide adequate1539oversight to add tech companies who are sharing students'1540personal data with third parties. In order for these1541discussions to lead somewhere meaningful, to improve students'1542mental health and learning and safety, we need the Institute of1543Education Services, the Office of Education and Technology, and1544a fully staffed, fully funded Department of Education. Thank1545you so much for your time, and I yield back.1546    Chairman Kiley. The Representative from North Carolina, Mr.1547Harris, is recognized.1548    Mr. Harris. Well, thank you Mr. Chairman, and thank you to1549all of our panel for your presence here today for this very1550informative hearing, and an issue that I think is extremely1551concerning to parents all across our country. I believe most of1552us, as we have learned today, can agree that when used1553correctly, technology can be an invaluable educational tool1554that can enhance a student's classroom learning experience.1555    However, unfortunately, as we have also heard right here1556today every school district in the country has experienced the1557detrimental effects excessive screen time has on our children.1558There is a couple of questions that come to mind I would like1559to ask today.1560    Dr. Nye, first of all, while Utah Senate Bill 178 created a1561statewide framework, what flexibility did it provide, or does1562it provide for school districts to adapt the policy to meet the1563unique needs of the communities?1564    Mr. Nye. Well, thank you for the question. The bill itself1565has some permissive language in it that would allow a local1566district, while setting a statewide expectation that phones are1567not to be used during instructional time, if a local district1568working with their constituents and all those local boards, and1569patrons of the district were to decide hey, there is this1570element that we need maybe a little more flexibility with.1571    As long as they write their policy, and the expectation is1572they do their own policy, that is in keeping with the intent of1573the statewide expectation but also identifies specific1574allowances within their community or within their school. That1575is certainly acceptable under the law.1576    Mr. Harris. Super. That will lead to a followup to you, Dr.1577Gibbins. In your experience, how important is it for local1578school districts to have the freedom and support of the State,1579and even the Federal Government to make decisions that are in1580the best interest of their local students?1581    Mr. Gibbins. Yes, sir. Thank you for that question. I agree1582with you 100 percent. The autonomy of the local school district1583is really, really important. Every school district is1584different. Every community is different, and they have the1585ability to have meaningful discussions with not only the1586principal of the school for example, but the community that1587surrounds that school is priceless.1588    We need to continue with that, whether it be a cell phone1589policy, or you know, other policies that would affect their1590students, we need to have buy in from everyone. You know,1591schools were built around communities, that is the hub of a1592community, and especially in Richardson, Texas, we have schools1593that are the hub of the community.1594    If we alienate any part of that community, we cannot be1595transparent and have some type of challenge when it comes to1596trying to do what we think is best, so I agree with you 1001597percent that autonomy and open conversation is really valuable.1598    Mr. Harris. Thank you, sir. Well, I have long believed that1599states and school districts, and parents, are the ones best1600suited to address issues directly affecting their students. In1601fact, in my own home State of North Carolina, there are1602currently multiple bills that are working their way through the1603General Assembly that would empower schools to restrict or1604limit phone use within their own schools.1605    I believe we have got to get the Federal Government out of1606the way of the states, school districts and parents, and really1607get back to empowering them to make decisions that are in the1608best interest of their students. I will ask one more question,1609Dr. Gibbins. You stated--I enjoyed reading your testimony, that1610teacher retention rates stand between 84 and 94 percent1611following the implementation of the new policy.1612    How does that compare to retention rates in previous years?1613    Mr. Gibbins. Yes, sir, that is definitely higher as1614compared to different previous years. As a district, I think we1615probably--85 percent retention rate as a district over the last1616several years. It has been higher and lower, it has fluctuated,1617but we have several campuses where it has gone to upper 90's or1618mid-90's.1619    We have teachers who have made testimony around they drive1620by 7, 8 schools on their way to the campus in which they are1621teaching at because the policy that the school has in place1622around cell phones and just the comfort that they feel of not1623having to worry about that.1624    Yes sir, we have seen an increase in our cell phone policy1625campuses where we have had the ability to really see teachers1626stay, and we know when teachers stay, they build capacity with1627not only their students but as teachers, and we have seen it as1628a really positive thing.1629    Mr. Harris. For the record, you are hearing from teachers1630themselves that this is something they want, and this is why1631they are staying there in the retention rate?1632    Mr. Gibbins. Yes, sir.1633    Mr. Harris. Excellent. Thank you again for your testimony,1634and Mr. Chairman I yield back my time.1635    Chairman Kiley. Since we have about 20 seconds, maybe Dr.1636Twenge, did you have any thoughts you wanted to add to my1637earlier question about some good habits, or maybe nudges for1638how use could be limited?1639    Ms. Twenge. Well, I mean the first thing for parents is put1640off giving your kid an internet enabled phone, a smart phone,1641as long as possible. It is really tough for parents because1642many of them, their kids say, ``Well, I'm the only one,'' so1643parents are trying to come together to agree that they are not1644going to give their kids a phone until later.1645    The rule in my own house is you get your first smart phone1646when you get your driver's license. You have to be at least 161647and then have that freedom of that driver's license. Before1648that our kids have had flip phones, or phones designed for kids1649that do not allow internet and social media. That also helps1650during the school day, and that phone is not as attractive and1651interesting to pick up.1652    There are these really specific things as you mentioned to1653talk to your kids about turning off notifications once they do1654get that smart phone. The other really, really important rule1655is no phones in the bedroom overnight. That is for adults too1656if you possibly can. You will sleep better and longer if that1657phone is not available, and then put those parental controls1658on, so it shuts down at night.1659    Even at 16 they cannot download apps because social media1660does not verify age, does not require parental permission. Your1661kid might have TikTok or Instagram, and you may not even know1662it. It happens with even 10 and 11-year-olds, so when they do1663get that phone, having that parental control in place that they1664have to have your permission to download an app is very1665important.1666    Chairman Kiley. Yes, great tips. Maybe some of them are1667applicable to adults as well as young people. I now recognize1668the Representative from North Carolina, Ms. Adams.1669    Ms. Adams. Thank you, Mr., Chairman and thank you to our1670witnesses for joining us today. We all agree that technology is1671transforming education, but we also know that how we use it1672matters. Too much screen time, unstructured or unmonitored can1673have real consequences on students' attention spans, on their1674mental health, and on their academic success.1675    At the same time, when integrated thoughtfully, technology1676can open doors. It can personalize learning; it can create1677opportunities for students who might otherwise be left behind.1678Only if we are investing in all of our students, and that is1679where I want to begin.1680    Last Congress, this Committee passed a bill that would1681divert public dollars to public schools with no real1682accountability. Private schools do not have to follow the same1683civic rights protections. They are not bound by IDEA. They do1684not face the same transparency standards as our public schools.1685    My colleagues on the other side of the aisle will not argue1686with you on that because that is the truth. Dr. Holcomb-McCoy,1687in your view what are the constitutional and civil rights1688concerns that we should keep in mind as we expand school choice1689and privatization, and are there risks in removing the Federal1690protections that ensure that all students, regardless of race,1691background or ability, receive a fair and equal education?1692    Ms. Holcomb-McCoy. Yes, thank you Dr. Adams for that great1693question. I think yes, there are civil rights concerns around1694the equal access to success and the same technology, the same1695policies that promote success for students. Our constitutional1696right to ensure that every student has access to the same1697opportunities.1698    That is really important. You know, as we talk about screen1699time and different schools and different policies, and as we1700are talking today about some schools having success with cell1701phone bans, and others do not, then you wonder whether or not1702some students are not having the same opportunity for success1703than others.1704    If you think about the different schools having, and there1705being no Federal oversight as far as having equal access, then1706that could be troubling because we could have more screen1707exposure to some students, and not to others.1708    Ms. Adams. Okay. Well, let us move on to screen time and1709mental health. We have heard a lot today about the risks of1710excessive screen time, especially for younger students, but the1711issue is not just how much time students spend on screens, it1712is also how that time is spent, and what kind of learning is1713taking place.1714    Dr. Holcomb-McCoy, how can schools better balance the1715integration of technology with the need for social emotional1716growth, and interpersonal connection in classrooms? What does1717that--what does thoughtful, effective integration look like,1718especially with students who are already vulnerable?1719    Ms. Holcomb-McCoy. Yes, thank you for that question as1720well. I am encouraged that, you know, there are policies that1721are keeping students engaged during school time, but we still1722have out of school time where students are engaging in possibly1723inappropriate exposure to screens and different content through1724their cell phones and other devices.1725    When we are thinking about, in your question, as far as how1726to be a healthy citizen, a digital citizen, how to regulate1727yourselves on parents having the information, the tips, to help1728students really understand how to be a citizen that understands1729the pitfalls to too much screen time, and also what works, and1730what will help them, and enhance their livelihood and their1731productivity.1732    That is what I would like to see us train teachers to be1733able to help students become healthy, digital citizens.1734    Ms. Adams. Okay. Let me get to my next question if I can.1735    Ms. Holcomb-McCoy. Okay, all right. All right.1736    Ms. Adams. In North Carolina we have more than 100,0001737English learning students, one of the largest populations in1738the country, and I want to clear up a misconception, the vast1739majority are native born, but many attend schools that lack the1740funding, the staffing, or the training, to fully meet their1741needs.1742    Mr. Chairman, I want to ask unanimous consent to enter into1743the record a 2019 report from the North Carolina Justice1744Center, which lays out how our students is underfunding the1745limited efficiency, English efficiency allotment.1746    Chairman Kiley. Without objection.1747    [The information of Rep. Adams follows:]1748    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]17491750    Ms. Adams. Dr. McCoy, what role can technology play in1751making classrooms more inclusive, and effective for English1752learners, particularly in underfunded states like North1753Carolina?1754    Ms. Holcomb-McCoy. Well, first I know that English language1755learners, as they are learning English for instance, possibly1756need devices to help them with translations, to help them read1757better, the pausing, the--you know, reading passages. There are1758some best practices in using technology to help them develop1759the language acquisition.1760    At the same time, we do not have enough research to know1761the possible pitfalls of the harm that screen time can have.1762Going back to the research piece again, we need to know more1763about what works with English language learners, a population1764in our country that going back to your question around civil1765rights, we want to make sure that we are doing the best, using1766the best educational practices, instructional practices for1767every population of students, so that's really important.1768    Ms. Adams. Thank you. I am out of time. Mr. Chairman, I1769yield back.1770    Chairman Kiley. I did not hear an objection to your1771unanimous consent request, so that communicated into the1772record. I now recognize the Chair of the Full Committee, Mr.1773Walberg.1774    Mr. Walberg. Thank you, Mr. Chairman, and thanks to the1775panel for being here. I would be remiss as Chairman of the Full1776Committee to not say what we are hearing today is common sense,1777right?1778    Simple common sense. The same common sense that Mr. Ziemer,1779my fifth-hour social studies teacher, used when he caught me,1780though, doing the best that I could, to run that earphone up my1781sleeve to my ear, so I could listen on my transistor radio to1782the World Series.1783    He understood through common sense that the World Series1784and social studies and the learning of social studies at the1785time did not go well together. He was not opposed to the World1786Series. He was not opposed to me enjoying FX, but he wanted1787more of the opportunity to educate me.1788    I think we are talking common sense here. We know, we know1789that cell phones and smart phones are hurting our kids when1790they are not controlled. We know that they are affecting our1791classrooms. We know that our teachers are frustrated with it.1792We know that when we get it right for students, parents and1793teachers, education works.1794    I appreciate the school districts here represented that1795have taken the step to say enough already. We understand we are1796in this century, and we are going to have more with AI and1797technology, and we are going to use it for some things that1798helicopter parents and other have to get used to, that their1799kids will do just fine if they are in a classroom where1800education is first and foremost, and not social media.1801    We know that research will inform us on that, but we do not1802need some of the research, we have seen it already. I agree1803that we should not have the Federal Government stepping in, but1804we ought to encourage states, and especially local districts,1805and especially parents to step up to the plate and say enough,1806enough. Let us get back to what really works in education.1807    Thank you for being here, and thank you for listening to my1808rant. I am Chairman, so I can do that, right, expect it of me.1809No objection. Dr. Twenge, you referenced studies, comparing the1810reading comprehension on screenings versus paper. What do those1811studies show, and why might reading on screens produce1812different outcomes than reading on paper?1813    Ms. Twenge. Yes, it is interesting, we have got some of1814those experiments now that show, most of them are with college1815students when they take notes on paper versus taking notes on a1816laptop, they tend to do better, especially on comprehensive1817exams, things that take more thought.1818    You know, I think the brain mechanisms behind that are1819still to be explored, but we have a challenge in education1820finding that balance between using technology for what it is1821good for but then making sure that that individual use of1822technology does not interfere with learning.1823    Front of room technology, showing a video that everyone is1824seeing or using those types of resources, that clearly has1825benefits, but whether that individual one to one policy of K1826through 12 students having that laptop or tablet with them all1827the time, that does not seem to have had the benefits that1828people were hoping for, given what we have seen in test scores,1829for example.1830    Mr. Walberg. Okay, thank you. Dr. Gibbins, you mentioned1831magnetically sealed pouches being used or simply restricting1832the phone usage. Are you seeing any difference in effectiveness1833or compliances between those two approaches? If so, what are1834the reasons?1835    Mr. Gibbins. Yes, sir. We are seeing a little bit of the1836difference. You know, as a district we implemented a phone free1837policy, and then offered the opportunity for campuses that were1838interested or felt like it was a need to use the Yondr pouches,1839which are the magnetically sealed pouches.1840    From the very beginning we knew that everyone had the same1841expectation, but how they reached that and how they did that1842was up to them.1843    When we look at, for example, instructional time on1844campuses, when you look at, and forgive me for simplifying1845this, but when we have our non-Yondr campuses, you know, the1846instructional time that they got back was 9 to 10 minutes for1847our Yondr-campuses, the campuses that were implementing the1848magnetically sealed bag, it was more almost close to 13 to 141849minutes.1850    There are some percentage discrepancies when it comes to1851that. We have seen overall improvement of course, with the1852implementation of the entire policy, but a little bit of1853improvement even farther than that with the Yondr pouch.1854    Mr. Walberg. I appreciate that. I see my time is going to1855expire, so if somebody wants to yield me later on, I have got1856another question for Mr. Nye. I yield back.1857    Chairman Kiley. I now recognize the Ranking Member of the1858Full Committee, Mr. Scott.1859    Mr. Scott. Thank you. Thank you, Mr. Chairman. Ms. Holcomb-1860McCoy, Virginia recently implemented a policy restricting cell1861phone use in schools. One of the things that has occurred to1862some of us, as there might be some financial barriers. Are1863there any financial barriers in implementing cell phone bans?1864    Ms. Holcomb-McCoy. That is a good question. I am not sure1865about the financial burden on parents or students because of1866bans. I think in many cases because the usage of cell phones1867really started with parents wanting to be able to communicate1868with their students. It could be that the financial burden of1869not using something that they have purchased could be a1870possibility, but I am unsure of that question, so I need to get1871back to you on it.1872    Mr. Scott. Is there any financial burden on the school1873district?1874    Ms. Holcomb-McCoy. With bans?1875    Mr. Scott. Right.1876    Ms. Holcomb-McCoy. Well, the possibility of how do you1877enforce school cell phone bans could be a possible financial1878obligation on the part of the school district. If you weigh,1879you know, I am thinking about weighing you know, the costs of1880hiring more counselors and mental health professionals, and the1881costs of saving students in comparison to the cost compared to1882hiring to monitor school bans, and what that will do as far as1883disciplinary actions and others.1884    I do not know that, but that is really an important1885question, I think, for local school districts to really look at1886very carefully.1887    Mr. Scott. You mentioned discipline. Do any school bans1888include sanctions on students who might get them caught up in a1889school to prison pipeline?1890    Ms. Holcomb-McCoy. Yes. I think that is a real issue that1891should be explored. After the bans have been in place for a1892period of time, to look very carefully at the data of who is1893being disciplined for having a phone anyway. Those are the1894types--those are the datapoints that I think that we do not1895know enough about yet, that really should be examined in the1896future.1897    Mr. Scott. Are there any educational aspects of schooling1898that may be improved by having personal devices in classrooms?1899    Ms. Holcomb-McCoy. Yes. I gave earlier today I talked about1900even my daughter, who has special needs, who has really, her1901education has been enhanced by the use of screen time through1902tablets, not necessarily her cell phone, but by the use of1903tablets and other types of devices.1904    When you are calculating screen time, and not just cell1905phone time for her, it was important to have screen time on1906other devices, and that did enhance her ability to learn. That1907is the case for other children with disabilities and other1908different learning styles and needs.1909    Mr. Scott. The studies that show that teachers are more1910likely to use education technology if they feel competent in1911its application, but we have cut funding for teacher quality1912partnerships in supporting effective educator development. Why1913is it important for the Federal Government to continue its1914commitment to supporting educator preparation and development1915as we see the rise of technology in the classroom?1916    Ms. Holcomb-McCoy. Yes. Well, I am not opposed to policies1917that increase learning, so cell phone bans could be--we might1918see an increase in academic achievement. One thing that we do1919know through our research over many years, is that teachers1920play a critical role. The effectiveness of teachers and teacher1921quality plays an effective role in the academic achievement.1922    Training teachers, preparation for teachers and educators1923in this digital age is so important. We have many teachers who1924are not trained to use technology responsibility in a1925classroom. There could be positive screen time that could be1926working to the benefit of students.1927    Educator preparation, teacher preparation is still key, it1928is important when we are thinking--when we are talking about1929academic achievement, academic progress, the quality of our1930teachers, their preparation in classrooms is still key, no1931matter what.1932    Mr. Scott. Thank you. Mr. Chairman, I yield back.1933    Mr. Kiley. The Representative from Guam, Mr. Moylan is1934recognized.1935    Mr. Moylan. Thank you, Mr. Chairman. Dr. Ney, since COVID-193619 of course, many schools have kept portions of their online1937learning model, and computers and the internet have become1938increasingly integrated into the classroom, and in fact, if you1939do not have one it seems like your school is outdated.1940    The students are even learning the usage of these1941electronic devices probably faster than the teachers,1942definitely faster than I can. We have got to get this balance.1943What policies can local school districts and the State1944district--government, rather, the State governments, consider1945where we can place this balance for modern learning, and at the1946same time limiting the non-academic screen time?1947    Mr. Ney. Thank you. As far as the policies are concerned,1948really what that instructional progression looks like,1949technology ought to be a part of that in some way. What1950districts are doing right now in Utah, and across several of1951them, they are analyzing the degree that they are incorporating1952the use of those devices, as part of their instruction.1953    As much as we are asking students to limit some of their1954screen time, several districts are identifying well, they ought1955to limit some of the use of their screen time because it has1956become overdependent. I had one student that tugged on my1957suitcoat when I was visiting a school and says help. I said1958what is going on? He says well, unfortunately I feel like all1959we do is open up the laptop and we start working, and there is1960little interaction there.1961    Clearly that would be inappropriate, and so measures are1962being taken to say well, if that--to that extreme is not1963conducive to learning, then how do we just incorporate that, or1964find that better balance?1965    Districts right now, schools right now, parents are asking1966the same questions, students are rising to the front and saying1967well, technology is clearly important in the classroom,1968however, to what degree should it be used?1969    That looks, in some cases as has been noted, that varies1970from student to student at times, but in that general tier 11971instruction, that primary instruction, we do need to find a1972better balance, and those are the questions that we are asking1973in our classrooms.1974    Mr. Moylan. I can picture that student, that would be like1975me. I prefer the interaction with the instructor. They are the1976motivating part for me, and one teacher would go a certain way,1977but if I changed my teacher, boy I got a straight A, so there1978is a big difference. Thank you for pointing that out.1979    Another question for you please. Our biggest concern about1980limiting access to phones in schools and communicating with1981students during emergencies. How can school districts adapt1982policies that balance the student's safety with proper learning1983environments?1984    Mr. Ney. Yes, one of the biggest questions or concerns that1985we receive from parents was to that point. Saying, I would love1986to get ahold of my student during the day, or they need to get1987ahold of me if there is an emergency at the school. What we1988find, even our first responders have suggested, and we have1989experienced where inaccurate information is communicated during1990an emergency that has further complicated our first responder's1991ability to engage for a lot of different reasons.1992    There does need to be a better balance there. Our policies1993in Utah do allow for exigent circumstances for students to have1994access to their devices in the case of an emergency. However,1995that balance is tenuous at best because at times it can1996actually hinder our first responders and their efforts to see1997to.1998    I am speaking to a large emergency where first responders1999are involved, and maybe it is a situation where our students2000feel like they need to communicate, or parents need to find out2001that the child is safe.2002    All those things are very valid, and so we are seeking to2003find a better balance in that.2004    Mr. Moylan. I appreciate. That is very important as well,2005the proper information coming on down. Excellent, thank you.2006Dr. Twenge, girls seem to spend a large percentage of their day2007engaged in social media, they are a lot faster than I am with2008their thumbs, they are on the machines too.2009    Your research analysis shows a rise in depression, self-2010harm, suicide and other forms of mental health struggle,2011especially in young girls. Could you explain the specific harms2012girls are facing from their exposure to social media, and how2013reducing access during school hours might help support student2014mental health?2015    Ms. Twenge. Thank you for that question. We have seen2016extremely concerning rises in depression, it has doubled since20172012, and that is not diagnosed depression, that is from a2018screening study, so it cannot be due to greater help seeking,2019or changes in diagnoses. That is based on the symptoms of2020depression among adolescents.2021    Among girls in particular, we have seen really large2022increases in suicide and in self-harm, so it is just one2023example. The CDC keeps data on emergency room admissions for2024self-harm. Those have quintupled, increased by a factor of2025five, among 10 to 14-year-old girls, so the youngest group.2026    There is a number of mechanisms of harm here. First, if you2027are spending 5 hours a day on social media, as the average U.S.2028teen now does, that's a lot less time for sleep, less time for2029interacting with friends and family in person, less time for2030just appreciating what is around you.2031    Then there is the specific harms of comparing yourself,2032especially with body image on platforms like Instagram, and the2033competition for likes and followers, seeing what everyone else2034is doing without you, and I could go on, but you get the idea,2035there is really, really severe harms, particularly to girls.2036    Mr. Moylan. Thank you, Doctor, thank you Mr. Chairman.2037    Chairman Kiley. The Representative from Indiana, Mr.2038Messmer is recognized.2039    Mr. Messmer. Thank you, Mr. Chairman and thank you for the2040witnesses for being here. Dr. Nye, I understand as2041Superintendent you have led a pilot program in your district2042that implemented the cell phone restriction. Could you share2043what you observed in that process, and what lessons you have2044taken away from the experience?2045    Mr. Nye. A few years ago, before statewide expectations, we2046identified as an issue, and working with the few junior high2047schools, and one high school, we identified what would be a2048bell-to-bell restriction. What we identified there as data is2049very important to track to see what the effect is, right?2050    This is the intervention, what are the outcomes? What we2051noticed in that first of all the students for the first 2 weeks2052really struggled, and I visited the school before the2053restriction took place, and I just made a casual observation in2054the lunchroom and heads were buried in the phones, and very2055little interaction was occurring.2056    Followup, fast forward, when the restrictions in place I2057was in the lunchroom, students were talking to teach other,2058they are engaging, they are laughing, they are having a much2059better time, more interactive time. I would say as far as the2060data is concerned, over the course of those 3 years we have2061seen an increase in proficiency in ELA, math and science, both2062not only in the proficiency, but in the growth in those2063academic content areas, as well as student discipline2064improving.2065    What was once a well, office referrals. I will use this for2066instance, the number of office referrals decreased by 432067percent. These are the students that, for whatever reason, they2068have engaged inappropriately in a classroom, and they need to2069go take a little--take it to the principal's office, so to2070speak, those have been reduced by 43 percent.2071    Wildly favor and parents have adjusted and appreciated it2072as well.2073    Mr. Messmer. Thank you. Dr. Gibbins, last year there were2074almost 50,000 teacher positions in your State unfilled or2075filled by someone who was not certified for that position. Do2076you believe the policies restricting cell phone usage could2077play a role in improving the overall classroom environment, and2078therefore incentivize more qualified teachers to join the2079workforce?2080    Mr. Gibbons. Yes, sir. I do. The idea of having a2081qualified, certified teacher in a classroom is the best-case2082scenario for any student. Although we do have alternatively2083certified teachers and have a wealth of experience in the2084outside world coming into the classroom, which is beneficial,2085having the certified teacher in the classroom, there is no2086other way to do that.2087    The idea of having teachers who want to come to our2088district, for example, because we have a cell phone free2089policy, and because we have maybe less discipline, less2090opportunities for that teacher to have to engage around a2091phone, the better. Any time that we can get a certified teacher2092in a classroom, we are going to be benefiting, both not only2093for the campus, but for the students.2094    Mr. Messmer. Thank you. Dr. Twenge, you quoted a headmaster2095in your written testimony saying that students can retreat in2096the short-term safety of their phones, rather than tolerate the2097discomfort that often proceeds finding one's way into a2098conversation. Can you talk about the short-term and--long-term2099dangers of that type of phone dependent coping behavior?2100    Ms. Twenge. This is something I hear from my undergraduate2101students a lot as well, that they feel a lot of anxiety in2102social situations, and ironically, some of that anxiety comes2103from their phones that they are used to communicating via text,2104instead of speaking to people in person.2105    It also comes from the nervousness that a lot of people,2106particularly on what people feel around something called2107phubbing, which is a combination of phone and snubbing. It is2108where you are talking to someone and they take out their phone.2109Everybody does it, but everybody hates it.2110    You never know when you are talking to your friend when he2111or she is going to take out that phone, and then you think2112well, what is going on? Am I boring? What did I say? It is this2113very unhealthy dynamic. It really interferes with that natural2114development of social skills during that crucial time of2115adolescents.2116    Student knows this. I had a sophomore at a high school in2117Texas where I was speaking come up to me and say I really want2118to talk to my friends at lunch, but they want to play games on2119their phone.2120    What can I do? My heart broke a little bit because what can2121he do, but if his school has that no phones during the school2122day bell to bell policy where they are not allowed to take them2123out during lunch, that problem is instantly solved.2124    Mr. Messmer. Excellent. Thank you for all of the answers,2125and Chairman, I yield back.2126    Chairman Kiley. Chair Walberg, do you want to take a shot2127with the last 30 seconds?2128    Mr. Walberg. I would love to, thank you. Dr. Ney, you2129mentioned the role of State and local entities in this issue.2130Why was it important for your Governor to pursue a statewide2131approach?2132    Mr. Ney. For us, we recognized that it was a statewide2133issue, and while local effort clearly could have taken place2134before that site was statewide expectation, it seemed to be2135slow and sporadic. As we identified just surveying what the2136conditions were across schools throughout Utah, identified that2137there was a lot to be gained through a statewide expectation.2138    Mr. Walberg. That push an incentive, okay. Yes, I2139appreciate that. I yield back.2140    Chairman Kiley. Thanks very much. Ranking Member Bonamici,2141we have both been without our phones for 2 hours, how are you2142managing?2143    Ms. Bonamici. I am doing pretty well actually. I did not2144miss my phones, and I think without a doubt it helped me2145concentrate.2146    Chairman Kiley. This is my yield to you for your closing2147statement by the way.2148    Ms. Bonamici. I appreciate that. Thank you, Mr. Chairman. I2149truly have appreciated the discussion today and I learned a lot2150on you know, the effects of screen time on students, but I want2151to reiterate that it is really crucial to recognize that there2152are many other issues within our jurisdiction that demand our2153attention.2154    Yes, this is important, but we cannot pretend that2155everything is normal when the recent actions by the Trump2156administration in this proposed what I call the Big Bad Ugly2157Bill present significant threats to the well-being of students2158and the integrity of our public education system.2159    The abrupt cancellation of the student mental health2160funding established under the bipartisan--I emphasize2161bipartisan Safer Communities Act has left many school districts2162without funding that provided critical support services, and2163access to behavioral healthcare.2164    The proposed elimination, as we have heard, at the2165Department of Education's Office of Educational Technology and2166IES, Institute of Education Sciences, again, would remove vital2167resources for schools that are striving to integrate technology2168efficiently and equitably, but also in light of everything we2169heard today, in a way that is going to really help students be2170more successful.2171    It is also very concerning that the proposed cuts to2172Medicaid and SNAP in this Reconciliation Bill would strip away2173critical support for millions of families, including children.2174The programs are not just safety nets. They are lifelines that2175give students the stability they need to succeed academically.2176    As we have seen, these issues are not abstract, they have2177real tangible consequences in the lives of students across the2178country, and I know all of the witnesses, I really appreciated2179your testimony today.2180    I also want to note that we have heard in this Committee2181room and in public, the administration and Members of this2182Committee, talk about the NAEP scores as a reason why they need2183to get rid of the Department of Education. NAEP scores are2184down, therefore we do not need the Department of Education.2185    We should turn everything back to the states. I think what2186we heard today make a case for protecting the Department of2187Education particularly in research, and its research capacity,2188protecting the funding that was provided by Congress for those2189grants to help with mental healthcare access, and I think this2190is a place where we can make the case that it is much more2191complex.2192    Why are the NAEP scores down? We heard a lot today about2193how students cannot concentrate, how they cannot focus, how2194they are distracted. I just want to add that because it is a2195complex issue, but the fact that the NAEP scores are down is2196not a reason to eliminate the Department of Education.2197    In fact, it is a reason to ask why can we not do better. I2198urge all my colleagues to focus on restoring that funding for2199access to mental health services, protecting the Department of2200Education, especially its research capacity, and focusing on2201policies that will give every child the opportunity to learn2202and thrive.2203    Thank you again for your excellent testimony, and I yield2204back. I hope Mr. Chairman, that you will tell us how you are2205doing for the 2 hours without your phone.2206    Mr. Kiley. I think I am doing all right, but you do after a2207while just start to say where is my phone, right? It would be2208good if we can get out of those habits. I think it is been a2209great hearing. I want to thank all the witnesses for your2210outstanding testimony and insights, and other than a few2211tangents here and there, it has been mostly bipartisan, which I2212really appreciate as well.2213    You know, it has been around 20 years since we had the2214arrival of this miracle where each of us has a supercomputer in2215our pocket that lets us instantly access the world's2216information, and press a button and a car shows up to take you2217wherever you want to go, and maybe meet your future spouse, and2218anything else that you could imagine.2219    The adoption was so rapid, and so exciting, and so2220transformative that we never really stopped to pause and2221consider okay, what is the etiquette around this new2222technology, and what is it doing to us as individuals and our2223values as a society, and to our young people?2224    I really worry about this generation of young people that2225has grown up never knowing a world without smart phones and2226then having gone through the COVID experience as well, which2227sort of habituated the idea that digital connection is a2228substitute for real world connection.2229    I think that we have got some really good takeaways from2230today's hearing. First, is the idea that when it comes to2231instructional time there should be an expectation of no use of2232personal devices. Now how far that policy extends beyond that2233basic idea is subject to some debate, but that seems to be a2234pretty clear takeaway from the testimony and the evidence we2235have considered is that schools do a lot better when they have2236that expectation no personal device use during instructional2237time.2238    Then second, when it comes to school issue devices that we2239ought to be strategic in terms of how we deploy them. For2240example, their use should be time limited. They should be used2241for activities where having a device actually adds value.2242    For example, you do not need to necessarily have an e-2243reader just to look at a document, maybe read a book, or a2244printout instead, but where the technology adds value, that is2245when you want to utilize it. Then, also we want to use them in2246a way that assists teachers and empowers teachers to do the2247sort of things that only teachers can do as opposed to sort of2248replacing the role of the teacher.2249    A third principle to take away is the importance of local2250control. While we have this expectation that we want to set,2251that Utah has set for example on a statewide level, that these2252are really complicated questions, and it is important to have2253an ongoing dialog with parents, with the community, get2254feedback from teachers, administrators and students themselves2255in order to craft the policy in the right way.2256    Maybe just as importantly, create the right school culture.2257When you go to a school that is really high performing and that2258has a great school culture, just kind of rules in general are2259sort of self-enforcing because if the students will kind of you2260know, encourage each other to follow the rules because you do2261not want to be out of step with that culture.2262    That is the kind of culture I think you want to establish2263around the use of devices as well. Then finally, I think, we2264want to really be thinking seriously about how emerging2265technology gives us opportunities, not just to advance student2266achievement, but also to solve some of our issues related to2267screens.2268    I mean we are in a moment that are we able to really be2269just as transformative, if not more so, than the revolution2270with smart phones, and I think we have the opportunity to kind2271of learn from that past experience and think seriously about2272how we can assure that the adoption of new technologies2273actually serves to reinforce our values, and to advance2274education in the right kind of educational environments for our2275young people.2276    Thank you again, everyone for your testimony. Without2277objection, there being no further business, the Committee2278stands adjourned.2279    [Whereupon, at 12:04 p.m., the Committee was adjourned.]22802281    [Additional submissions from Ranking Member Bonamici2282follows:]2283[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]22842285    [Additional submissions from Rep. Owens follows:]2286    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]22872288    [Questions and responses submitted for the record by Dr.2289Cheryl Holcomb-McCoy follows:]2290[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]22912292                           [all]