The State of Digital Policy: Successes, Failures, and Unintended Consequences of the Telecommunications Act of 1996

Authors: Johannes Bauer and Jean Hardy
2026-02-16

On February 8, 1996, in a festive ceremony in the Main Reading Room of the Library of Congress, President Clinton signed the Telecommunications Act of 1996. The 30th anniversary is an opportunity to reflect on the Act and the state of digital policy. It was the first major overhaul of the Communications Act since 1934. Efforts to overhaul communications law started in the 1970s but by the 1990s the need for reform was tangible. Specific provisions of the Act must be understood in the context of prior regulatory and antitrust policies. Particularly the incremental liberalization of equipment and services markets pursued by the Federal Communications Commission (FCC) and the break-up of the Bell System by the U.S. Department of Justice (DOJ) set the stage. The Act achieved many of its stated goals, but it failed to achieve others and created new policy challenges that await solutions.

Since the late 1950s the FCC had gradually opened slices of telecommunications equipment and services markets. The process was glacially slow with many stakeholder consultations and compromises along the way. Fully opening customer premises equipment markets took place from the late 1950s to the 1980s. Addressing tensions between unregulated computing and regulated telecommunications, such as the regulatory treatment of services that involve both computing and data transmission, kept the FCC and stakeholders busy from the mid-1960s through the late 1980s. Along the way, important progress was made, but the view of the Department of Justice was that the FCC was captured by industry and was moving too slowly. Building on the lessons from the 1956 Consent Decree, the Bell System was ultimately broken up in 1982. The Modification of Final Judgment (MFJ) separated local, long-distance, and manufacturing markets, which created an industry structure that was not aligned with the impacts that digitalization and convergence would soon have on information and communication industries.

The emergence of the Internet, starting in the 1960s and facilitated by FCC liberalization measures, added to the centrifugal forces that undermined the historical organization of the telecommunications sector. Proponents of the Internet shared a utopian view of the direction and social repercussions of digital technology with a strong libertarian bent and considerable skepticism of government regulation. This view resonated with the prevailing political order that embraced open markets, globalization, and deregulation as the most promising recipes for growth and prosperity. Congress and the FCC also resented the pivotal role of Judge Harold Greene, who oversaw the MFJ, in shaping the development of the telecommunications sector. The Clinton Administration sought to reconcile these multiple technological, business, and political forces in the Telecommunications Act of 1996.

While forward-looking and motivated by allowing digital innovation to unfold freely, it could not fully escape the shadows of past telephone debates. The Act established a framework in which competition was envisioned as the overarching organizational model for the vibrant information and communication sector. It established safeguards to guide the expansion of telephone and cable companies into newly opened market segments. The Act adopted a framework to support the continued provision of universal service in a market-driven environment. And it provided a framework to allow the Internet to flourish in an environment “unfettered by Federal or State regulation”. Despite this intent, media hype on cyberporn, based on questionable data, served as a catalyst to add the Communications Decency Act (CDA) to the proposed bill. Whereas most of the CDA was overturned as violating the First Amendment in Reno v. ACLU (1997), the liability shield for interactive computer services established in Section 230 survived.

Overall, the Act achieved many of its goals, particularly by providing a framework for competitive, market-driven information and communication services. Although the Act did not foresee many subsequent developments, it put principles in place to guide the industry through rapid technological change and a future of intermodal competition and convergence. Its design created new policy problems that could have been avoided, and that have not been addressed successfully since. It also did not anticipate the decline in bi-partisan collaboration and the emergence of an administration believing in unified executive power and their effects on pursuing public interest policies. The fact that the FCC and later Congresses failed to address remaining, and new challenges cannot be blamed on the Act, but it set the stage for it.

This is the first of several commentaries on the state of digital policy in the United States and abroad. Today we focus on the state of competition and child safety online. Later comments will focus on broadband universal service, the state of AI policy, media diversity and freedom, and the diminishing role of U.S. leadership in the development of global digital policy.

Turbulent Competition

By the mid-1990s, the United States had gradually introduced competition across a wide range of telecommunication market segments. The Telecommunications Act envisioned competition and convergence between formerly separate industry segments (e.g., voice, cable, broadcasting, satellites, the Internet) to unleash a wave of future innovation. In hindsight, it succeeded by and large in creating a dynamic, competitive market environment. However, it achieved this outcome only after a long transition period during which the FCC promulgated cumbersome, intrusive unbundling and long checklists that took years to work out in regulatory proceedings and in the courts. Like the MFJ, it focused the industry on battles for increasingly obsolete local and long-distance voice markets that would be transformed by cellular, satellite, and less hierarchical wireline networks.

Moreover, given significant economies of scale, network effects, and vast differences between locations across the country, that marketplace differs markedly from the textbook model in which many suppliers compete on price and consumer surplus is maximized. Rather, it is the messy competition that Joseph A. Schumpeter described in his metaphor for competition as “gales of creative destruction”. In technologically dynamic industries, temporary market power and the ability of suppliers to appropriate rents in compensation for innovation risks are essential to fuel innovation. However, empirical research shows that both too little and too much competition can lead to inefficiencies.

The Telecommunications Act reduces these insights into the simpler view that competition and innovation go hand in hand and therefore sought to intensify competition across all market segments. The FCC added a Schumpeterian touch by signaling a willingness to let players, such as the post-MJF AT&T, experiment with organizational and service innovation and fail in the marketplace. Matters are complicated in digital business ecosystems that offer infrastructure providers opportunities to impede competitors in applications and services markets. The turbulent competitive process in technologically dynamic industries can degenerate and undermine consumer benefits. Some of these issues were not well understood as the Act was designed. Constrained by prior policies, the Act applied a traditional regulatory framework to emerging technologies for which that framework was not well suited.

Although the gradual market liberalization measures underway since the 1960s moved in the right direction, in hindsight they were overly steeped in traditional regulatory thinking. Preceding the Act, the Cable Television Consumer Protection and Competition Act of 1992 had helped create competition from satellite services, and it allowed cable companies to enter broadband Internet access services. By enabling the FCC to conduct spectrum auctions, the 1993 Omnibus Budget Reconciliation Act (OBRA ’93) created the conditions to move beyond the duopoly and intensify competition in cellular markets. Wireless competition is one of the clearest success stories of the Act. Allowing standards competition created friction early on but stimulated innovation and eventually gave the U.S. a lead in 4G and 5G. Spectrum allocations for unlicensed and space communications further facilitated innovation. The Telecommunications Act also created a framework that would eventually allow Regional Bell Operating Companies (RBOCs) to offer in-region long-distance markets. FCC implementation of the transition to full competition was cumbersome, legally contested, and slow.

The new flexibility to enter markets allowed numerous market experiments, successful and failed diversification strategies, and a massive wave of industry consolidation and mergers. Given regional and local variations in economic conditions across the United States, a heterogeneous and differentiated market structure of dominant service providers with competitive fringes emerged in many locations. Digitalization and convergence intensified intermodal competition. Over time, content migrated from over-the-air broadcasting networks to wired connections, and voice services migrated to wireless networks. Large service providers started to offer national service plans, and regional and local providers enriched choice options.

Despite significant market concentration across market segments, such as broadband access markets, cellular services, space communications, and streaming, dynamic competition is intense in many locations and price differentiation is often high. This market structure has generated significant private investment in terrestrial and space infrastructure upgrades and expansion, but at an expense to consumers. Cost conditions and the varied market structures contributed to cellular and broadband access prices that are significantly above prices in other high-income countries. At the same time, price and quality differentiation are high, and the markets are often not very transparent. Lock-in business strategies and opaque discounting strategies create additional friction. None of these observations calls for regulatory intervention, but better monitoring and efforts to increase market transparency are needed, but the current FCC is failing to adopt appropriate policies.

In digital business ecosystems competition unfolds both horizontally among players offering similar services and vertically, with players at different layers of the digital stack offering complementary services. We will return to these issues in comment on digital platform policy and AI policy, but a few brief remarks on net neutrality policy are appropriate. The Act did not amend the Communications Act of 1934 in ways that would have allowed the FCC to devise a sustainable framework to safeguard vertical business relations. Constrained to find a workable policy under Title I or Title II of the Act, the FCC and the courts oscillated between unsustainable approaches. The transparency provisions in the prevailing Restoring Internet Freedom Order are insufficient to safeguard non-discriminatory vertical relations, but common carrier regulation is the wrong tool. Congress could have acted to give the FCC the appropriate tools but failed to do so.

Children and Online Safety

Whereas many passages of the Communications Decency Act (CDA) of 1996 were a response to a moral panic, other concerns about online privacy and safety were justified. Solving them is complicated by Section 230, which did much to make the Internet the vibrant space it has become, but is a hurdle when it comes to addressing real harms associated with social media and other online environments. The Child Online Protection Act (COPA), signed by President Clinton in 1998, sought to provide a framework to restrict access to any material defined as harmful to minors on the Internet but did not survive constitutional challenges. In response to concerns about data collection from minors, epitomized in the KidsCom investigation of the Federal Trade Commission (FTC) in 1997, the Children’s Online Privacy Protection Act of 1998 (COPPA) created a framework for the FTC to promulgate and update rules for privacy and data protection of children under 13. However, the country has failed to develop an overarching approach to address issues of children and online safety.

Part of the current policy debate is framed in overly broad claims and resembles the moral panic from the 1990s (and earlier ones, such as the Protect Our Children discussion during the 1970s). For example, the U.S. Surgeon General has warned that social media are a major contributor to youth mental health issues. Vocal researchers have pointed out potential negative effects of smartphone use and social media, at least for vulnerable groups. However, others have rightly pointed out that such assertions often ignore other factors that affect youth mental health and that numerous other studies show broad benefits of smartphone and social media use. However, effects of social media use are often heterogeneous so that positive effects on some groups, even the majority of users, can coexist with negative effects on others.

That detailed social network data is often not available to researchers complicates the problems of conducting robust research. Under these conditions, no one-size-fits-all approach seems feasible, but differentiated policies brush against free speech rights, privacy concerns, and security issues. Expecting parents to protect their children, while a necessary component, is likely not a sufficient solution. It must be supported by appropriate technology and algorithmic design and provider liability, as pursued in several current court cases against Meta, Google, Roblox, and others. Alas, reliance on the court system and forms of liability is a very slow-moving process that would benefit from stronger legislative provisions.

Despite these ambiguities, other countries moved decisively in 2025 to regulate children’s experiences online. In contrast, the United States remained mired in legislative gridlock. Australia became the first country to formally bar users under 16 from accessing major social media platforms, with its landmark law taking effect in December 2025. Aware that this was a strong intervention into free media, Australia put a process in place with the goal to provide a rigorous evaluation of outcomes. Multiple other countries are now considering similar measures. In July 2025, the European Commission published guidelines under the Digital Services Act requiring platforms to implement age verification, set minors’ accounts to private by default, and protect children from grooming, harmful content, and addictive design features. The UK’s Online Safety Act entered its child protection phase in July 2025, requiring platforms to conduct children’s risk assessments and implement age assurance measures.  

In contrast, U.S. federal efforts stalled amid partisan disagreements, while other types of interventions in the social media landscape (e.g., issues of TikTok’s ownership) were able to advance in the Trump administration. In December 2025, the House Energy and Commerce Subcommittee advanced 18 children’s online safety bills, including versions of the Kids Online Safety Act (KOSA) and an updated Children’s Online Privacy Protection Act (COPPA 2.0). Yet the brief window of bipartisan support for these protections is splintering already with Democratic lawmakers accusing Republicans of pushing “weak, ineffectual versions” that amount to a “gift to Big Tech” (Lima-Strong, 2025). The House version of KOSA does not include the “duty of care” mandate central to the Senate version that passed 91-3 in 2024, and disagreements over federal preemption of state laws threaten to unravel bipartisan support entirely. 

Global divergence is striking. While Australia, the EU, and UK have operationalized comprehensive regulatory frameworks with enforcement mechanisms already in motion, the U.S. has not updated its core children’s online privacy law since COPPA passed in 1998. Meanwhile, half of U.S. states now mandate age verification for accessing adult content or social media. This patchwork approach drives users to less regulated spaces while the federal government fails to establish baseline protections. Whether the current congressional momentum produces meaningful reform or continues the post-Telecomm Act pattern of near misses will depend on resolving fundamental disagreements about enforcement, preemption, and the appropriate balance between federal standards and state innovation. 

Beyond policy that is explicitly child-centered, one law that passed in 2025 has potential positive implications for child safety. The TAKE IT DOWN Act criminalizes the publication of non-consensual intimate images, often called deepfakes, and requires social media platforms to remove such content within 48 hours of receiving notice. This law is particularly noteworthy as we see AI rapidly advancing everyday people’s ability to create these images. While there are some concerns from civil liberties groups about potential First Amendment issues, the bigger issue may be compliance, as we have seen very recently with the failure of X (formerly Twitter) to prevent its own AI platform, Grok, from generating these types of images at the request of users. 

Reach out with reactions to Johannes M. Bauer (bauerj@msu.edu) and Jean Hardy (jhardy@msu.edu) or email the Quello Center (quello@msu.edu).

To be continued in the coming weeks with comments on universal broadband service, AI policy, the state of media policy, and more.

Primary takeaways

  • Digital inequality shows larger impacts on youth academic performance as compared to time spent on screens.

  • Digital skills play a significant role in mediating unstructured online engagement (social media use, playing video games, browsing the web) and youth academic, social, and psychosocial development.

  • Unstructured online engagement and face-to-face social interaction are complementary and continuously interact to create and enhance youth capital outcomes.


A familiar story: concerns of screen time

Today’s discussions of adolescent well-being have coalesced around a clear narrative: teenagers spend too much time online, and their academic performance, mental health, and social lives are deteriorating as a result. A steady stream of academic papers, books, and op-eds, alongside a growing number of policy proposals––school phone bans, age-gated social media use, restrictive screen-time limits––rest on the same underlying claim, aligning with a contemporary, digitized version of the displacement hypothesis:

Screen time, particularly the unstructured, free-time spent on social media, gaming, watching video content, or browsing the web, is said to displace the productive face-to-face activities that build adolescents into capable adults.

The implied and often practiced solution is restriction. In response, this dissertation tested this claim directly, and placed it within the broader context of adolescence.

Across three years, I followed 653 Michigan adolescents from early through late adolescence: in grades 8 or 9 (survey one, 2019) to grades 11 or 12 (survey two, 2022). Notably, these students, studied over time, were part of a broader pooled sample of 5,825 students across the same eighteen highschools. The study window captured the year before and the year after the peak of the COVID-19 pandemic and related lockdown orders, functioning as an unprecedented stress test for theories of adolescent social, academic, and digital life and, importantly, as a benchmark to compare the effects of pandemic-related change and inequality to those effects from screen time alone.

Across four studies of adolescents, consisting of six cross-sectional and longitudinal analyses, findings are not consistent with the displacement narrative, nor the broader concerns about the time youth spend on screens.

Findings are, however, consistent with something the current public and (most) academic discussions have largely overlooked or ignored: the gaps and inequalities that determine whether adolescents can access and use the internet meaningfully in the first place.

What the displacement hypothesis overlooks

Displacement and related research and policy concerning the time young people spend online assumes a “zero-sum” model of adolescent day-to-day time. An hour online is an hour not spent studying, reading, sleeping, or interacting face-to-face (i.e., time spent on more productive or developmentally “better” activity).

Indeed, this makes sense logically. However, as an empirical claim, this model requires time spent online to behave differently from all other ways adolescents allocate time; it must produce uniquely negative outcomes and be inherently harmful across digital contexts, rather than the typical mix of trade-offs corresponding to, and often overlooked among any other social or developmental context.

Yet, online time does not differ from other youth activity. Instead, I find it has a mix of pros, cons, and even some “uniquely digital” benefits which youth utilize for social and academic gains. When I compared unstructured digital media use against traditional face-to-face interaction and activities, both produced similar patterns: some negative associations with academic outcomes, some null, and some positive.

Trade-offs within traditional face-to-face activity (for example, social time with friends and family, or time spent in after-school extracurriculars) are treated as ordinary developmental experiences that must be experienced for the betterment of development. The identical trade-offs involving digital time tend to be overlooked or ignored, and online engagement is perceived as altogether harmful.

A growing body of evidence, including this dissertation, do not support that distinction. Indeed, the developmental context is routinely misread, leaving out the context of the experiences and time spent on digital, as well as face-to-face activities, interactions, existing inequalities, and changes inherent to development. As such, I proposed a novel framework to understand these contexts:

Digital capital exchange

Rather than treating screen time as a unified harm, this dissertation advances an exchange”-based framework, grounded in James Coleman’s theories of youth capital and digital inequality scholarship, particularly following Eszter Hargittai, Jan van Dijk, and Alexander van Deursen (see this list of all dissertation references for full works).

The core proposition is that adolescents’ online engagement is not an alternative to developmental activity but another, albiet modern domain through which young people accumulate and mobilize online resources––particularly digital skills––that work alongside existing social networks and experiences to be exchanged for human capital (measured as: academic achievement, aspirations, STEM interest) and social capital (peer networks, community participation, extracurricular involvement).

Online time is not the mechanism; instead, it is digital skills that I find to be the most vital component in youth capital exchange and enhancement. Unstructured online engagement contributes to online skills; those skills, accumulated and mobilized alongside existing peer, family, and community networks, translate into the outcomes researchers and parents care about, i.e., academic achievement, aspirations, and face-to-face interaction and social networks.

This digital capital framework treats online and in-person contexts as complementary rather than antagonistic, and it situates adolescents’ digital lives within the structural conditions––connectivity quality, device reliability, autonomy of use––that determine whether exchange can occur at all.


Methods (in brief)

Paper-and-pencil surveys were administered to students in classrooms at two time-points: spring 2019 (N=2,876) and spring 2022 (N=2,949), across the same eighteen predominantly rural Michigan schools, grades 8–12. Official, nationally-ranked standardized reading, writing, and math test scores (PSAT 8/9, PSAT 10, SAT; College Board) were then anonymously linked to students’ survey responses with the help of participating districts.

Cross-sectional path analyses modeled pooled and wave-specific samples (pooled N=5,825); two-wave cross-lagged panel models tested reciprocal, longitudinal relationships on the 653 students who completed both surveys. Multi-group analyses of the cross-lagged panel models compared relationships between girls (N=345) and boys (N=308). All longitudinal models included time-invariant socioeconomic covariates as well as time-varying covariates to reduce omitted-variable bias.

Key findings: an overview

To summarize, to the best of my ability, eight chapters across 376 pages, I present two primary findings:

First: digital inequality predicted larger and more consistent declines in human capital than screen time did.

Unreliable home internet and technology maintenance problems––experiencing and/or dealing with broken or outdated devices and software, restrictive school-issued hardware, issues with connecting to or maintaining internet access––decreased youth GPA and standardized test achievement. And, these effect sizes were substantially larger than any negative direct effect from unstructured digital media use.

Across all four empirical studies, digital inequality emerged as the most substantial predictor of academic and developmental decline.

Second: digital skills mediated the relationship between online time and adolescent academic and social outcomes.

Unstructured digital media use, particularly online gaming and web browsing, predicted higher internet and social media skills for adolescents, which in turn predicted stronger academic achievement and self-efficacy (human capital), and social interaction and extracurricular participation (social capital). The positive indirect effect of screen time through skills offset or exceeded any small negative direct effects across several outcomes (supporting our existing peer-reviewed work: Hales & Hampton, 2025, and which you can read more about here).

These exchange processes were amplified when peer and family networks were modeled alongside digital skills, consistent with the premise that online and offline contexts operate together rather than in competition. The effect was not universal: social media skills amplified rather than offset a negative association with consistency of interest, one of the two subscales of grit. The exchange framework describes a contextual and conditional, domain-specific mechanism, not a blanket defense of time spent online.

Implications

If digital inequality, and not screen time, is the primary predictor of adolescent academic and developmental decline, and still warrants concern regarding access quality and experience even with the broader adoption of digital devices across the United States, the current policy emphasis on restriction is pointed at the wrong target. The evidence supports a different set of priorities.

Stable, reliable home (fast) broadband should be treated as an educational prerequisite rather than a consumer amenity. Unreliable connectivity exerted larger downward pressure on human capital than any measure of screen time, and that pressure intensified during the pandemic-era reliance on digital infrastructure. Technology maintenance, device repair, replacement, technical support, and the flexibility to install software and explore the web autonomously, matters as much as initial access, and school-issued devices that restrict autonomous use appear to hinder skill accumulation rather than support it.

Restrictive parental mediation of internet use was negatively associated with grit and self-efficacy at magnitudes comparable to the positive contributions of face-to-face activity. This challenges the assumption that digital restriction functions protectively. Instructive mediation, teaching adolescents to verify information, navigate platforms critically, and mobilize online resources toward meaningful ends, is the posture the data supports.

Finally, the technical skill-building that occurs through gaming, self-directed exploration, and deep web use is skill-building, not wasted time. Closing the persistent gender gap in these domains likely requires legitimizing technical play for girls, rather than restricting it for everyone.

None of the above is an argument that screen time is benign. It is an argument that screen time is the wrong focus, particularly when studied mostly in isolation. Context matters substantially, whether that is time spent on other activities during adolescence, the period of adolescence itself, digital inequality, resources gained from such online use, and how all such factors interact. The factor that predicts whether a given adolescent can convert online engagement into capital outcomes is structural: access, infrastructure, skills, and the autonomy to use them. These factors are distributed unevenly, and its uneven distribution, not hours logged, is what separates adolescents who thrive from those who fall behind.

The full dissertation is available through Michigan State University’s ProQuest archive, or see the embedded full-text PDF below. I’m happy to share papers, preprints, or the underlying framework with anyone interested and working in this area––don’t hesitate to reach out via my contact form. Thanks for reading.

The State of Digital Policy: Successes, Failures, and Unintended Consequences of the Telecommunications Act of 1996