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Mr. A's Writing Tools
writingtools.org
Argumentative Benchmark
Cell Phones in Schools: Help or Distraction?
Standard: Write arguments to support claims with clear reasons and relevant evidence, acknowledging opposing claims and using multiple sources.
How This Assessment Works
1. Read Sources
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2. Answer Part 1
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STOP
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3. Plan
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4. Write Part 2
Sources to Read
Source #1
Greenfield Middle School Goes Phone-Free
1
In September 2024, Greenfield Middle School in suburban Ohio became one of a growing
number of schools to ban student cell phones during the entire school day. Under the
new policy, students place their phones in magnetically sealed pouches when they arrive
each morning and do not retrieve them until the final bell rings. Principal Denise
Harmon said the decision came after years of increasing classroom disruptions. "Teachers
were spending ten to fifteen minutes every period redirecting students who were sneaking
glances at their phones under their desks," she explained. "We had to do something."
2
The results of Greenfield's first semester without phones were significant. Teacher
surveys showed that 84% of staff reported improved student focus during lessons, and
73% said class discussions were more productive. Standardized reading and math scores
at the end of the semester rose by an average of 5.2% compared to the previous year.
Counselor referrals for social conflicts during school hours dropped by nearly a third,
and lunchtime supervisors noted that students were talking, playing games, and interacting
face-to-face more than they had in years.
3
However, the policy was not popular with everyone. A student survey conducted in
November found that 61% of Greenfield's students opposed the ban. Eighth-grader
Jasmine Torres called it "unfair" and argued that the school was treating students
like they could not be trusted. "Most of us use our phones responsibly," she said.
"Why should everyone be punished because a few people can't pay attention?" Some
parents also pushed back, expressing concern about not being able to reach their
children during the day in case of emergencies.
4
Principal Harmon acknowledged the frustrations but pointed to the data. "We understand
that students feel strongly about this," she said, "but the improvements we're seeing
in academics and social interactions are real. Our job is to create the best learning
environment we can, even when the decisions are unpopular." The school plans to continue
the policy and will survey families again at the end of the school year to assess
long-term results.
5
Greenfield is not alone. According to a 2024 report by the National Center for
Education Statistics, approximately 77% of U.S. public schools now have some form of
cell phone restriction, up from 66% in 2020. The movement toward phone-free schools
has accelerated as educators and parents grapple with the role of personal devices in
young people's academic and social lives.
Source #2
The Case for Keeping Phones in the Classroom
1
While many schools are rushing to ban cell phones, a growing number of educators
argue that the devices can be powerful learning tools when used correctly. Dr. Lena
Okafor, an educational technology researcher at the University of Michigan, has spent
five years studying how middle school teachers incorporate student phones into their
lessons. Her findings suggest that banning phones may mean losing valuable educational
opportunities.
2
In Dr. Okafor's study of 42 classrooms across six states, teachers who established
clear phone-use guidelines and integrated devices into instruction reported higher
student engagement than those in phone-free classrooms. Students used their phones
for quick research during class discussions, collaborative polling and quizzes, and
digital note-taking that helped them organize information more effectively. "When
students know the expectations and the purpose, phones become just another tool in
the toolkit," Dr. Okafor said.
3
Accessibility is another important consideration. For students with learning
differences, phones can provide essential support. Text-to-speech apps help students
with dyslexia access reading materials. Translation apps support English language
learners in understanding classroom content. Organizational apps with reminders and
calendars help students with attention difficulties stay on track. Jada Williams, a
seventh-grader with dyslexia, told researchers that her phone's text-to-speech
function was essential for keeping up in class. "Without it, I fall behind when
we're reading long passages," she said. "My phone helps me learn like everyone else."
4
Some schools have found success with a middle-ground approach. At Riverside Academy
in North Carolina, students follow a "Phones Up, Phones Down" system. Teachers
signal when phones may be used for academic purposes and when they must be stored
away. A year-long evaluation of the program found that 68% of teachers felt the
system balanced the benefits of technology with the need for distraction-free time.
Student satisfaction was also higher than at nearby schools with total bans, with
79% of students saying they felt the policy was fair.
5
Dr. Okafor cautions against one-size-fits-all policies. "A complete ban sends the
message that technology is the enemy," she argued. "But these students are growing up
in a digital world. If we don't teach them how to manage their devices in a structured
setting, where will they learn?" She recommends that schools develop clear usage
policies, train teachers to integrate phones purposefully, and involve students in
creating the rules so they feel ownership over the expectations.
6
Critics of phone-in-classroom approaches acknowledge that structured phone use sounds
ideal but argue it is difficult to enforce consistently. Even well-intentioned students
may be tempted to check social media or send texts when their phone is sitting on
their desk. The debate over whether the benefits outweigh the distractions continues
to divide educators across the country.
Source #3
Constant Connection: How Phones Affect Student Focus and Mental Health
1
For today's middle school students, a cell phone is far more than a communication
device. It is a portal to social media, group chats, online videos, and a constant
stream of notifications. Researchers are increasingly concerned about how this level
of connectivity affects students' ability to concentrate and their overall mental
health, particularly during the school day.
2
A 2024 study published in the Journal of Adolescent Health surveyed over 2,800 middle
school students across the country. The results were striking: students who kept their
phones accessible during class — even if they did not actively use them — scored an
average of 11% lower on short-term recall tests than students whose phones were stored
out of sight. Researchers attributed this to "attentional pull," the idea that simply
knowing a phone is nearby divides a person's mental focus, even when the phone is not
being used. Lead researcher Dr. Marcus Chen explained, "The phone doesn't have to
buzz or light up to be a distraction. Just its presence occupies a small corner of
the student's attention."
3
The social pressures tied to phone use also weigh on students during school hours.
Counselors at several middle schools reported that conflicts originating in group
chats and social media frequently spill into the school day. A survey of 1,200
school counselors conducted by the American School Counselor Association in 2024
found that 67% said phone-related social conflicts were one of their top three
concerns, and 58% said students reported anxiety about missing messages or social
media updates while in class — a phenomenon often called "FOMO," or fear of missing
out.
4
The notifications themselves are part of the problem. Research from the University of
California, Irvine found that it takes an average of 23 minutes for a person to fully
refocus after being interrupted by a notification. For a student receiving multiple
notifications during a 50-minute class period, the cumulative effect on learning can
be substantial. Even students who resist checking their phones immediately may
experience a lingering awareness that pulls their attention away from the lesson.
5
Not all the data points in one direction, however. Some mental health professionals
argue that taking phones away entirely can increase anxiety for certain students.
Dr. Rachel Simmons, a counselor and author who specializes in adolescent well-being,
noted that some students experience heightened stress when separated from their
devices, particularly those who rely on phones to manage anxiety through calming
apps or to stay in contact with a parent during difficult days. "For most students,
phone-free time is healthy," Dr. Simmons said. "But we should be thoughtful about
students who genuinely need their device as a support tool."
6
What the research consistently shows is that the current status quo — students
carrying phones all day with few clear guidelines — is not working well for most
learners. Whether the solution involves removing phones entirely or establishing
structured boundaries, experts agree that schools need clear, consistent policies
that prioritize both academic focus and student well-being.
Part 1 · Reading & ResearchWorth 30% of your overall score. Answer every question using the sources above.
1
Multiple Choice
1 pt
In Source 1, Principal Harmon claims that 'the improvements we're seeing in academics and social interactions are real.' Which piece of evidence from Source 1 BEST supports both parts of her claim?
Reference: Source 1
A. Approximately 77% of U.S. public schools now have some form of cell phone restriction.
B. Standardized scores rose by an average of 5.2%, and counselor referrals for social conflicts dropped by nearly a third.
C. 61% of Greenfield's students opposed the ban in a November survey.
D. Students place their phones in magnetically sealed pouches when they arrive each morning.
2
Multiple Choice
1 pt
Why does the author of Source 1 most likely include Jasmine Torres's objection and the parents' concerns about emergencies?
Reference: Source 1
A. To prove that the phone ban failed to improve learning.
B. To suggest that Principal Harmon regretted adopting the policy.
C. To present the perspectives of those affected by the ban, showing that its measurable benefits came with real opposition.
D. To explain how the magnetically sealed pouches work.
3
Multiple Choice
1 pt
Based on the evaluation data in Source 2, which conclusion about Riverside Academy's 'Phones Up, Phones Down' system is BEST supported?
Reference: Source 2
A. A structured middle-ground policy can win acceptance from both teachers and students.
B. The system eliminated all phone-related distractions in class.
C. The system caused standardized test scores to rise.
D. Most Riverside Academy students would prefer a total ban.
4
Multiple Choice
1 pt
A student keeps her phone face-down on her desk and never touches it during class, yet scores lower on a recall quiz than classmates whose phones are stored out of sight. Which concept from Source 3 best explains this result?
Reference: Source 3
A. FOMO, or fear of missing out
B. The 23-minute refocusing period after an interruption
C. Phone-related social conflicts spilling into the school day
D. Attentional pull
5
Multiple Choice
1 pt
Why does the author of Source 3 most likely include Dr. Simmons's perspective near the end of the article?
Reference: Source 3
A. To argue that schools should abandon phone-free policies.
B. To acknowledge an important exception — some students rely on their phones as support tools — before stating what experts agree on.
C. To prove that FOMO affects every student equally.
D. To summarize the findings of the Journal of Adolescent Health study.
6
Multiple Choice
1 pt
Which statement best describes how the three sources relate to one another?
Reference: All Sources
A. All three sources argue that cell phones should be completely banned from schools.
B. Source 1 shows a ban's results, Source 2 presents educational benefits of phones, and Source 3 examines effects on focus and mental health.
C. All three sources agree that phones are essential classroom tools.
D. Source 1 and Source 2 contradict each other, while Source 3 is neutral.
7
Written Response
2 pts
Source 1 and Source 2 present different perspectives on whether cell phones should
be allowed in schools. Explain one point on which the sources agree and one point on which they disagree. Use specific evidence from both sources to support your answer. Target: 50-200 words
8
Written Response
2 pts
Source 3 discusses both the negative effects of phones on student focus and situations
where some students may benefit from having their devices. Using evidence from Source 3, explain the arguments on both sides and evaluate which position is better supported by the evidence presented. Target: 50-200 words
STOP
Review your Part 1 answers above before continuing to Part 2.
Once you begin writing your essay, do not change your Part 1 answers. Part 2 · Argumentative EssayWorth 70% of your overall score. Plan your writing first, then draft your full response on the lines provided. Writing TaskThe three sources you read present different perspectives on cell phones in schools.
Source 1 describes a school that banned phones and saw academic and social improvements, though students pushed back. Source 2 argues that phones can be valuable learning tools when used with clear guidelines. Source 3 examines how phones affect student focus and mental health during the school day. Should schools prohibit students from using cell phones during the school day, or
should they permit phones under clearly defined guidelines for when and how they may be used? Write an argumentative essay in which you establish a clear claim and support it with logical reasoning and relevant evidence drawn from at least two of the three sources. Acknowledge the strongest opposing claim fairly and accurately, then explain why your reasoning and evidence outweigh it. Organize your reasons and evidence logically, and maintain a formal, academic style throughout your essay.
Things to Think About
Plan Your Essay
Use this organizer to plan your essay before you write. The planner is optional but helps you organize your thinking.
ClaimMy position
Evidence from Source #1Quote or paraphrase + page/line
Evidence from Source #2Quote or paraphrase + page/line
Evidence from Source #3Quote or paraphrase + page/line
CounterargumentWhat others might say & my response
ConclusionSo what? Why does it matter?
Write Your EssayVocabulary Bank
Scoring Rubric — Part 2 Essay
Self-Check Before You SubmitI read all sources carefully before answering Part 1
I answered every Part 1 question in my own words
My essay has a clear thesis or controlling idea about argument
I used evidence from MORE THAN ONE source in my essay
I named each source by title or number when I cited evidence
I explained how each piece of evidence supports my thesis
I addressed a counterargument and explained why my position is stronger
I used my own words except when quoting directly
I re-read my draft and fixed spelling/punctuation/capitalization errors
Notes & Scratch WorkUse this space for brainstorming, vocabulary you want to use, sentence drafts, or anything else that helps you think through your writing. 
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