Evidence highlighted by Show-Me Institute researchers shows that charter schools are disproportionately represented among “Bright Spot” schools nationwide; that is, schools where students consistently exceed expectations academically. And Missouri charter schools are doing even better—ours are among the most effective in the country in terms of improving academic achievement relative to their traditional public-school alternatives.

The introduction of a charter school does not replace existing public schools; instead, it adds another option for parents and students to address their diverse needs. The move signals broader momentum for school choice across Missouri. It represents an important step toward a much more diverse and adaptable educational system, one designed to give every student access to high-quality instruction and the opportunity to succeed.

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Earlier this month,  the United States Department of Education proposed a regulatory framework to hold postsecondary educational institutions accountable for their students’ labor market and earnings outcomes.

Under the proposed rule, students risk losing eligibility for federal loans and, in some cases, Pell Grants, if they are enrolled in undergraduate programs whose graduates’ earnings fail to exceed those of a typical high school graduate. Graduate programs face similar consequences should their graduates earn less than the average bachelor’s degree holder. Though the benchmarks are modest, in the sense that most college programs will meet these criteria, some will not. And the consequences for college programs are severe, as most universities rely heavily on federally subsidized tuition dollars.

For-profit colleges already have a related form of accountability in place: the 90–10 rule requires them to derive at least 10% of their revenue from non-federal sources. This proposed legislation marks the first major step to holding public colleges accountable in a similar way. It remains to be seen whether this rule will become law, and if so, how it will shape institutional outcomes. But this new regulation could create better accountability for the use of taxpayer dollars in higher education.

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This resolution prohibits students in first grade and younger from using devices and outlines a process for parents to choose to opt their student out of technology use. It also requires LAUSD to develop a comprehensive screen time policy for each grade and subject, set to take effect in the 2026–2027 school year. This decision has gained broad support from parents, many of whom have formed an advocacy group, Schools Beyond Screens, to voice their concerns about excessive screen time.

House Bill (HB) 2230, a bill recently passed by the House, reflects Missouri’s efforts to address concerns surrounding screen use during school. Missouri’s law would be an important first step, and LAUSD’s resolution offers a helpful example of how those concerns can be effectively translated into clear, actionable policy—such as limiting use in early grades or parental choice. A key part of HB 2230 is that it will require each district to develop its own policy. LAUSD’s policy can be a useful guide for Missouri districts.

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The Missouri House of Representatives recently passed House Bill (HB) 2230, a bill focused on limiting screen time for students in public schools. This legislation is not about cell phones, which already cannot be used in Missouri public schools. This is about screens used for instruction.

The legislation is a scaled-back version of an earlier proposal that would have imposed a firm 45-minute cap on student screen use and mandated cursive instruction. Instead, the bill—passed by a vote of 143 to 10—requires individual schools to develop their own screen-time policies. It also requires schools to share information about student technology use with parents upon request.

The bill additionally establishes the Framework on Classroom Use of Screens Council, or “Focus Council,” which will be responsible for reviewing best practices for screen use and providing policy guidance, ensuring that sustainable monitoring systems of classroom screen use are present.

Currently, there is no statewide guidance or requirement addressing screen time in public schools. By establishing a baseline framework, the bill represents a step toward balancing technology use in Missouri classrooms.

Parents are increasingly raising concerns about the adverse effects of screens on student learning. For example, parents in the Los Angeles Unified School District are pushing for reduced screen time for instruction, consistent with the intent of HB 2230. Some teachers seem concerned, too: Chalkbeat recently covered a teacher who has taken screens out of his classroom entirely. He reports that his reduced reliance on technology has resulted in improved relationships with his students and better student effort and performance.

There is growing interest in unwinding the reliance on technology in our classrooms that accelerated with the onset of the pandemic. This may prove beneficial for students, parents, and teachers alike. While technology can still be an effective tool in education, there are downsides to being too reliant on screens. HB 2230 is a step in the right direction.

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Evidence of grade inflation continues to mount in K-12 education and at universities (e.g., see here and here). The rising grades reflect a degradation of academic standards. There is clear evidence that when expectations of students are lowered, they (intuitively) respond with less effort.

A recent example of a low-standards grading philosophy is equity-based grading. The philosophy, intended to promote equity by recognizing the varied circumstances and challenges students face, emphasizes measures of student engagement rather than results. However, by de-emphasizing important skills such as turning in assignments on time and demonstrating skills on assessments, it lowers academic standards, reducing effort for true mastery. Cory Koedel recently wrote in this space about how the San Francisco Unified School District (SFUSD) backed away from a “Grading for Equity” plan when too many community members complained.

A new low-standards philosophy, Labor-Based Grading (LBG), is also gaining traction in higher education. LBG is an alternative grading style in which students and teachers establish a grading contract that allows students to earn a default grade if all the work outlined in the contract is completed, no matter the quality of the work.

Notably, departments at prominent universities such as Penn State University and New York University have recently begun implementing LBG (mainly humanities departments—here and here). Practices at prominent universities often trickle down to less-prominent ones, and ultimately into K-12 classrooms as future educators who are exposed to these practices in college implement them in their own classrooms. LGB could come to a school near you, and sooner rather than later.

The key concern is that LBG does not set up students for success. In the real world, effort is not rewarded if it does not generate productive outcomes. In fact, it is a critical life skill to be able to apply effort in a productive manner. But LBG rewards effort for effort’s sake.

LBG exemplifies the continued push by some to lower academic standards. It is well intended, but this doesn’t make it any less harmful. It is important to remain vigilant and continue to advocate for rigor in a system where rigor is constantly under assault.

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