Public School Policies

For families comparing public schools in 2026, attendance policies deserve more attention than they once received. Rules about absences, tardiness, make-up work, family notification, and attendance interventions can shape a student's daily experience, yet these policies are easy to overlook during the enrollment process.

Attendance policies are changing partly because chronic absenteeism remains substantially higher than it was before the pandemic. The U.S. Department of Education reports that the national chronic absenteeism rate reached about 31% in 2021-22 and declined to 28% in 2022-23. More recent research indicates continued improvement, but absenteeism remains a significant concern.

As a result, many schools are looking beyond the traditional model of simply distinguishing between "excused" and "unexcused" absences. Parents may encounter earlier notifications, attendance teams, individualized interventions, automated messages, and greater attention to why a student is missing school.

That makes attendance policy an increasingly useful factor when choosing a public school.

Why Attendance Policies Are Changing

Chronic absenteeism is generally defined as missing at least 10% of school days for any reason. In a typical 180-day year, that is approximately 18 days. Unlike truancy measures, chronic absenteeism generally counts both excused and unexcused absences.

This distinction matters for families. A student may comply with a school's rules for reporting illnesses and still accumulate enough missed instructional time to be considered chronically absent.

Research published through the U.S. Department of Education identifies several factors associated with chronic absence, including disengagement, health challenges, and inadequate access to student and

Artificial intelligence is quickly becoming part of everyday learning in public schools. Students may encounter AI through writing tools, tutoring programs, research platforms, adaptive learning software, translation services, or applications teachers use to develop lessons and provide feedback.

For families, the important question is no longer simply whether a school uses artificial intelligence. It is how the school decides when AI is appropriate, what students are expected to learn without it, and what safeguards are in place.

As districts develop policies for the 2026-27 school year, families should understand the educational purpose behind classroom AI use. The following questions can help parents evaluate whether a school is approaching AI thoughtfully while preserving teacher judgment, student privacy, academic integrity, and meaningful learning.

What AI Tools Are Students Actually Using?

Start with a straightforward question: Which artificial intelligence tools can students use at school?

The answer may be more complicated than expected. AI capabilities are increasingly incorporated into familiar educational platforms rather than appearing only in stand-alone chatbots. A writing application might suggest revisions, a mathematics program might generate individualized practice, or a research platform might summarize information.

Families should ask which tools are district-approved and whether teachers may introduce additional applications independently. They should also find out whether expectations differ by grade level or subject.

This conversation fits within the broader changes examined in Public School Review's How Technology Transforms Education in 2025, which considers how digital platforms and emerging technologies are reshaping instruction.

Knowing what technology is present is only the beginning. Parents also need

Artificial intelligence is transforming classrooms across the United States. Public school districts are increasingly adopting AI-powered learning platforms, writing assistants, tutoring systems, attendance tools, and administrative software to personalize instruction and improve operational efficiency. While these technologies offer exciting educational opportunities, they also introduce important questions about student privacy, data security, and responsible technology use.

Parents no longer need to ask whether their child's school uses AI. Instead, the more important question is how these tools collect, store, and protect student information. As districts continue integrating new technologies into daily instruction, transparency and accountability have become essential components of maintaining trust with families.

Schools have long collected student information to support instruction, but AI systems often process significantly more data than traditional educational software. Understanding how districts manage this information empowers parents to make informed decisions and advocate for stronger privacy protections.

Families interested in the broader conversation around digital security in schools may also find value in reading Public School Cybersecurity: Ransomware Risks & Student Data Protection, which explores the growing cybersecurity challenges facing school districts.

Why Student Data Privacy Matters

Educational technology depends on data to function effectively. Learning management systems, adaptive learning platforms, assessment software, and AI-powered tutoring tools analyze student performance to provide personalized instruction and identify areas where additional support may be needed.

Depending on the platform, schools may collect information such as:

• Student names and identification numbers
• Attendance records
• Assignment submissions
• Assessment scores
• Classroom participation
• Learning progress over time
• Teacher feedback
• Device and application usage

When AI tools

Cellphones have become one of the most debated issues in American education.

Over the past two years, a growing number of states, school districts, and individual schools have adopted restrictions on student phone use during the school day. Some schools require students to place phones in locked pouches. Others prohibit phones entirely during instructional hours. A few districts have gone even further, implementing bell-to-bell bans that prevent students from accessing devices throughout the entire school day.

Supporters argue that these policies reduce distractions, improve academic performance, and help students engage more fully with their peers and teachers. Critics counter that phones provide important communication tools, can support learning when used appropriately, and may be necessary during emergencies.

For parents, the question is not simply whether phone bans are good or bad. The more important question is whether a particular policy is likely to help their child.

As more schools implement restrictions, families should understand what separates an effective cellphone policy from one that may create unintended challenges.

Why Schools Are Restricting Phones

The push for stricter cellphone policies has gained momentum as educators report increasing concerns about classroom distractions, social media use, cyberbullying, and student mental health.

Teachers frequently describe spending valuable instructional time redirecting students who are texting, scrolling social media, or watching videos during lessons. Even when phones remain unused, researchers have found that simply having a smartphone within reach can reduce attention and concentration.

Many school leaders believe that limiting access to phones creates an

Choosing between honors and general courses is one of the most important academic decisions families make during middle school and high school. In 2026, the decision carries even more weight as public schools expand advanced academic opportunities, colleges continue emphasizing course rigor, and student mental health remains a growing concern.

For many parents, the question is straightforward but difficult: Should my child enroll in honors or general courses?

The answer depends less on prestige and more on the individual student. Academic strengths, work habits, long-term goals, stress tolerance, and extracurricular commitments all play a role in determining the right fit.

The best course pathway is usually one that challenges a student appropriately while still allowing room for growth, balance, and confidence.

What Is the Difference Between Honors and General Courses?

Honors courses are designed to move at a faster pace and explore material in greater depth than general or standard-level classes. Students are often expected to complete more independent work, engage in analytical thinking, and manage heavier reading and writing loads.

General courses typically follow grade-level academic standards with more instructional support and a steadier pace.

Most schools use honors classes to prepare students for future advanced coursework such as AP, IB, or dual enrollment programs. According to the College Board, students who complete rigorous coursework in high school are often better prepared for college-level expectations.

Parents should understand that honors does not necessarily mean “better” for every student. The goal is not simply to take