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carterprice.bsky.social
2/ My colleagues Vegard Nygaard, Akshaya Suresh and I examined the last 80 years of federal debt, including how the US:
🔹reduced the debt burden from WWII over 30 years
🔹piled on debt over the next 50 years
🔹can reduce this burden over the next 30 years
www.rand.org/pubs/researc...
Drawing on History: Strategies for Reducing the Federal Debt
With U.S. debt projected to reach 156% of GDP by 2055, researchers use the RAND Budget Model to examine how the U.S. reduced debt after WWII and model options for addressing today’s challenges. Findin...
www.rand.org
Reposted by RAND
carterprice.bsky.social
1/ In September, the federal debt hit $30 trillion. That's over 100% of GDP—higher than at any point since WWII.

How did we get here? And what might help the U.S. reduce the debt burden to a manageable level?

Our new @rand.org report explores…🧵
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RAND @rand.org · 3d
There was also a clear top reason why youth reported that schools should allow phone use in class.

81% of those who were against phone bans said that their parents should be able to reach them when needed.
Figure 6: Group of two bar charts showing students' reasons why schools should or should not ban cell phones from class
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RAND @rand.org · 3d
We also asked youth why they supported or opposed policies prohibiting phone use during class.

88% said reducing distractions was their main reason for supporting restrictions.
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RAND @rand.org · 3d
But what do students think?

Only 11% of youth enrolled in K–12 schools said that phone use should be prohibited “bell to bell.” But 60% did support at least *some* phone restrictions during the school day.
Figure 5: Bar chart showing percentages of youth enrolled in K-12 schools who support cell phone policies in some form
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RAND @rand.org · 3d
Principals strongly endorsed the safety-related benefits of cell phone policies.

The most-cited benefits included positive effects on school climate, a reduction in inappropriate phone use, and less cyberbullying.
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RAND @rand.org · 3d
High schools tended to have more-lenient policies.

49% of high schools allowed students to use their phones when class was not in session (e.g., lunch).

24% of high schools allowed students to sometimes use phones during class at the teacher’s discretion.
Figure 2: Bar chart showing various grade levels and their cell phone policies
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RAND @rand.org · 3d
Nearly all K–12 schools had a policy that allowed students to bring their cell phones during the 2024–2025 school year.

67% of principals said their schools had a policy that prohibited cell phone use from "bell to bell."
Figure 1: Diagram showing percentages of how cell phones are allowed in schools. 95% of principals report students can bring phones to school.
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RAND @rand.org · 7d
What interventions might help? RAND experts note that there’s no one-size-fits-all solution for disconnected youth.

Rather, the wide variety of experiences and needs among disconnected young people call for a variety of solutions.
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RAND @rand.org · 7d
Most young people experiencing disconnection have at least a high school diploma. This suggests that efforts to promote high school graduation alone won’t solve the problem of disconnected youth.
Stacked bar chart comparing educational attainment of all young people and disconnected youth in four categories: No high school degree, GED, High school graduate, and some college plus
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RAND @rand.org · 7d
Young men have somewhat higher rates of disconnection than young women overall.

But family status, race/ethnicity, and disability status generally are more important than sex in explaining disconnection rates.
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RAND @rand.org · 7d
This figure shows rates of disconnection by age, education, and other key demographic characteristics.
Grouped bar chart comparing rates of disconnection between men and women by various dimensions including family structure, race, ethnicity, and education