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Hicksville Public Schools

Distraction-Free Schools

Distraction-Free Schools

Policy Enforcement Report

2025-26 School Year | Annual Public Summary | New York State Education Law § 2803

 

Purpose and Policy Context

During the 2025–2026 school year, Hicksville Public Schools implemented its distraction-free schools policy governing student use of personal internet-enabled devices throughout the school day on school grounds. The policy includes all exceptions required or permitted by law.

This annual report summarizes policy enforcement, presents non-identifiable demographic data for students who received disciplinary responses, examines demographic disparities and outlines the district’s mitigation action plan where statistically significant differences were identified.

All disciplinary responses were non-exclusionary and designed to reinforce policy compliance while maintaining students’ access to instruction.

698 Total Responses

Documented responses to confirmed policy violations

481 Students Involved

Each student counted once, regardless of the number of responses

0 Suspensions

No in-school or out-of-school suspensions resulted from a violation

Enforcement by School

Each confirmed policy violation received a documented, non-exclusionary disciplinary response. Because students may have received more than one response during the school year, the number of total responses is greater than the number of students involved.

Infographic showing that 698 total responses occurred, with 91.9% in elementary schools and 8.1% in middle/high schools.

Infographic showing response frequency for high school and middle school students.

Keeping students connected to instruction: All responses were non-exclusionary. No violation resulted in an in-school or out-of-school suspension.

A table displays non-identifiable demographic data on students receiving documented responses, with columns for demographic group, students receiving responses, enrollment, and response rate.

Demographic Disparity Analysis

Key Findings

  • English Language Learners: ELL students represented approximately 10.7% of enrollment but 37.4% of students receiving disciplinary responses. Statistical analysis identified a disparate impact at both the Middle School and High School.
  • Race and Ethnicity: Hispanic students represented approximately 42.1% of enrollment and 57.2% of students receiving disciplinary responses. Statistical analysis identified a disparate impact at both schools.
  • Gender: Male students represented approximately 51.7% of enrollment and 62.6% of students receiving disciplinary responses. The difference was statistically significant at the High School but not at the Middle School.
  • Students with Disabilities: Students with disabilities represented approximately 13.9% of enrollment and 13.9% of students receiving disciplinary responses. No statistically significant disparate impact was identified at either school.
  • Economic Status: Economically disadvantaged students represented approximately 54.1% of enrollment and 51.8% of students receiving disciplinary responses. No statistically significant disparate impact was identified at either school.

Mitigation Action Plan For 2026-2027

New York State Education Law § 2803