Cell phones should be stored away during class so students can focus. Even silent phones pull attention; when a notification lights up, eyes leave the lesson. In a district pilot last spring, teachers collected phones at the door and returned them at dismissal. Disruptions fell, transitions sped up, and students completed more in-class practice. Most importantly, learning improved: first-period quiz averages rose, and time on task increased during independent reading. Access to families and emergencies was still protected, because the office remained the point of contact and every classroom had a landline. Keeping phones in lockers also promotes fairness for students who do not own the newest devices, reducing pressure to respond to group chats. Schools are responsible for creating conditions where every minute of instruction counts. By removing a known distraction, we help students use class time for what it is meant for—thinking, collaborating, and learning.

Which detail best supports the author's claim that phones should be stored away during class?

Middle schools should make homework optional, focusing instead on meaningful practice in class. After a full day of learning, many students head to jobs, care for siblings, or travel between households. When practice happens with teacher feedback, misunderstandings are corrected immediately, which prevents bad habits. Research on middle-grade homework shows diminishing returns: assigning more does not guarantee better learning. Several districts now offer choice boards or independent reading instead of nightly packets, and they report calmer classrooms and more complete classwork. Optional homework still allows motivated students to extend their learning, while removing a barrier for those balancing responsibilities outside school. Teachers can communicate long-term projects early and provide time during the day to plan. If we want students to approach school with energy and curiosity, we should avoid turning evenings into another shift of required work.

Which detail would best support the author's claim that homework should be optional in middle school?

Our middle school should begin the day later so students can learn when their brains are most alert. Medical groups recommend eight to ten hours of sleep for adolescents, yet a recent survey at our school found that most students arrive tired. Early bells push bedtimes earlier than families can reasonably manage, especially when activities and homework run past dinner. Districts that shifted middle school start times reported fewer tardies and nurse visits in first period. Teachers also observed that students participated more and needed fewer reminders to stay on task. Bus schedules can be adjusted by swapping routes with the high school, and clubs can meet before school for those who prefer an early start. A later opening is not about convenience; it is about aligning the school day with how teenagers actually learn, so the first class of the day is a place for progress, not yawns.

Which detail best supports the claim that starting school later improves learning?

The cafeteria should offer a daily plant‑based entrée so every student has a nutritious option. A growing number of students cannot or do not eat dairy or meat, and they should not have to settle for side dishes. Balanced plant‑based meals—such as bean chili with rice or lentil pasta—provide protein, fiber, and iron while reducing saturated fat. Cost analysis from nearby schools shows these dishes are often less expensive per serving than meat-based options. When our cafeteria piloted a plant‑based day last month, the entrée sold out before the final lunch, and waste bins were noticeably lighter. Offering this choice also lowers our environmental footprint, a value many students care about. Our food service vendor has confirmed it can supply ingredients within the current budget. Providing a daily plant‑based entrée is a practical way to increase inclusion, improve nutrition, and reflect our community's goals.

Which sentence would best strengthen the conclusion of the argument?

Teachers want students' attention; therefore, our school should require cell phones to be off and put away during class. Research shows that even a silent phone on a desk pulls focus, lowering note quality and memory. While some argue phones enable quick research, teachers already provide vetted devices that block distractions and ensure equity for students who cannot afford the latest models. In addition, notifications interrupt discussions and increase careless errors on written work. Emergencies can still be handled through the main office, which protects safety without constant screen checks. Moreover, limiting phones during instruction models healthy technology habits that students can carry into jobs. For these reasons, putting phones away during class supports deeper learning. A clear policy, paired with consistent reminders, will help everyone learn more efficiently.

Which detail best supports the author's claim that cell phones should be off and put away during class?

Homework should be limited but not optional. Short, purposeful practice helps students move skills from class to long‑term memory. For example, a set of five problems or a brief reading can reinforce a lesson without overwhelming families. Some argue homework adds stress; however, setting time caps and offering choice boards address that concern while keeping practice meaningful. Homework also teaches planning. When students break tasks into small steps, they arrive ready to contribute the next day. Teachers can post clear directions and accept work within a flexible window to support busy households. Because the goal is mastery, not minutes, assignments should focus on the most important ideas and avoid busywork. With these guidelines, homework becomes a tool for learning rather than a burden. This balanced approach respects both learning and life.

Which sentence would best strengthen the conclusion of the argument?

Middle schools in our district should start later in the morning. Adolescents' sleep cycles shift, making it difficult to fall asleep early and wake up before sunrise. When schools move start times closer to 8:30 a.m., attendance rises and first‑period grades improve. In addition, well‑rested students are safer walking or biking in daylight. Some families worry that sports and jobs would be disrupted; however, neighboring districts adjusted practice schedules and found participation remained steady. Bus routes can be staggered by moving elementary start times slightly earlier, which many families prefer. Teachers benefit, too, because alert students participate more and require fewer behavior reminders. A later start is a practical, research‑supported change that helps learning without sacrificing activities. Communities that tried this reported calmer mornings and fewer nurse visits for headaches.

Which piece of evidence best supports the author's claim that middle schools should start later?

Our cafeteria should offer more plant‑based entrées each week. Adding hearty bean bowls, veggie chili, and grain salads would include students who are vegetarian, lactose‑intolerant, or avoid certain meats for cultural reasons. Expanding choices can also reduce our environmental footprint because producing legumes generally uses less water than raising livestock. Some worry that new dishes would be costly or wasted. To address this, the nutrition team could run taste tests, gather feedback, and pilot recipes that use ingredients we already buy. Student surveys last spring showed strong interest in more meatless options, especially on Mondays. Clear labeling and inviting presentation would help unfamiliar foods feel approachable. With careful planning, more plant‑based meals can meet diverse needs while staying within budget. Bulk ordering beans and grains keeps pantry staples inexpensive across the month.

Which detail would best add relevant, credible evidence to support the claim about cost?

Middle schools should shift the first bell to at least 8:45 a.m. Adolescents' sleep cycles naturally run later, so early start times deprive them of rest that fuels focus and memory. When districts push the morning back, attendance and health improve: fewer tardies, fewer first-period nurse visits, and calmer hallways. Teachers also report smoother discussions because students are alert enough to participate thoughtfully. Critics worry that later dismissal will complicate sports and after-school jobs. That concern matters, yet districts that adjusted bus routes and practice schedules found workable solutions, including shared fields and slightly shorter practices. Most importantly, learning benefits: well-rested students concentrate longer, retain new material, and make safer decisions on their way to school. For a community that values both achievement and well-being, aligning school with adolescent biology is a practical, evidence-based step.

Which detail best supports the author's claim that later start times improve academic outcomes?

Homework should be optional in middle school, assigned only when it clearly deepens understanding. Research on this age group shows little connection between heavy nightly worksheets and long-term achievement, while excessive assignments often crowd out reading for pleasure, family time, and sleep. When students choose extension tasks that match their interests—finishing a chapter of a novel, building a model for science, or interviewing a grandparent for history—they practice skills with purpose. I recognize the argument that practice builds fluency. However, that practice can occur during class through guided problem sets, targeted small-group work, and re-teaching. Optional homework preserves rigor by focusing on quality over quantity and encourages students to take ownership of learning. Schools should adopt policies that allow teachers to offer meaningful choices rather than blanket requirements that add busywork.

Which sentence would best strengthen the conclusion?