Dialing in or Locking Out? Mapping Texas Districts’ Cell Phone Policy Types

Abstract

In response to growing concerns about the impact of cell phone use on student learning and well-being, school districts across the U.S. are rapidly adopting restrictive policies. This study examines the nature and variation of district-level cell phone policies in Texas, analyzing data from all 1,201 public school districts. Using institutional theory and latent class analysis, we identify two distinct policy types and explore how district characteristics such as urbanicity and charter school status relate to policy adoption. Our findings highlight how districts in one state in the U.S. are responding to external pressures from regulatory requirements and community preferences.