EdSurge

When colleges in the California State University system sent students home from campus in spring 2020, it quickly became clear that some students lacked reliable access to the internet or computers through which to participate in their pandemic-era emergency remote courses. Institutions did what they could to help in the moment, trying “band-aid remedies” such as loaning out laptops or expanding Wi-Fi service into parking lots, says Mike Uhlenkamp, senior director of public affairs for the system.

When pandemic-induced school closures began in spring 2020, Carey Wright, state superintendent of education for Mississippi, seized the opportunity to address the digital divide in the state. Wright and her team at the Mississippi Department of Education (MDE) immediately began work on a strategic approach to narrow the digital learning divide between students living in different parts of the state.

Many people think the "digital divide" and access to technology simply boils down to whether students have a working device and a reliable internet connection. But the needs—and the costs—are more complicated than that. K-12 school districts must plan for a variety of costs related to technology integration. Schools and districts are forced to haphazardly fund technology-enabled learning because of failures to do so in a consistent way at the federal and state level.

Though about 12 million students in the United States still lack any internet access at all—a problem cast into relief during the pandemic—there is good news: That number is steadily shrinking. Yet, even as the number of unconnected students declines, there is another group that, for years, has made virtually no headway. That is students who are “under-connected.” Students and families who are considered under-connected are those who have internet access and devices in their home, but not at a caliber or quality sufficient for smooth and consistent online learning.

For the children and families who don’t have reliable internet access, help has finally arrived. The Emergency Connectivity Fund, launched by the Federal Communications Commission in July 2021, is the country’s largest program ever to help students get the internet access they need at home to participate fully in virtual school.

It’s time for states to step up and realize that proper technology and WiFi connectivity are a must-have in public school districts, and that state policy is dangerously lagging behind. While systems might not continue to operate as 100 percent virtual schools in a post-COVID world, better access to learning technology is no longer negotiable in this increasingly-digital world. Hybrid schooling models can offer significant opportunities for personalized learning, from special education students to students in rural areas who don’t have adequate wireless connectivity at home.

The state of Connecticut is giving every student in grades K-12 a laptop and paying for their internet access. Recently, the state announced that it had achieved near-universal access for both device distribution and connectivity—a significant achievement in a state where 40 percent of households in some cities lack home access, according to census data. The program, known as the