Immediately after closure, New York charter students lacked adequate devices (44.4% on average) more often than adequate internet access (27.0%), while teachers were almost universally equipped¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Device access was a larger gap than internet access for students, whereas nearly all schools reported teachers had the devices and internet access needed (97.8% on average for each). → New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020

Evidence¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers. (2020). Survey slide report of New York State charter schools, May 2020. https://credo.stanford.edu/reports/item/report-3/

q2 · i? · associational · r2

Descriptive survey of technology capacities in New York charter schools immediately after building closure. The report prints that "an average of 44.4% of students lacked adequate devices and 27.0% lacked adequate internet access," and separately that teachers' device and internet access each averaged 97.8%.

"Immediately following closure, an average of 44.4% of students lacked adequate devices and 27.0% lacked adequate internet access."

Discussion¶

Learner Variables¶

• Access — outcome: instruction changes it

Related Claims¶

• Student access to devices and internet rose from about 60 percent in March 2020 to at least 98 percent by March 2021 — related
• High-poverty schools were overrepresented among New York charter schools that had not provided devices to students before building closure (86.8% of non-providers vs 79.3% of the sample) — related
• Reliable Internet access was a larger barrier to remote and hybrid learning than device access, especially in urban areas — reports the opposite
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related
• About half of teachers report access to data technologies, but roughly half lack confidence in their data skills and do not use digital data to plan and adjust teaching — related
• Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions — related
• Roughly 30 percent of U.S. students (15 to 16 million) lacked adequate internet or device access in late 2020, with rural, Native American, Black, and Latino students disproportionately affected — related
• During spring 2020 remote instruction, internet connectivity and hardware/software problems interfered with course participation for large shares of undergraduates — related
• Teachers' technology use increased during COVID-19 remote learning, but infrastructure and device barriers hindered effective integration — reports the opposite
• Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns — related
• In informal virtual programs, technology access was the first and most significant barrier to participating in Hero Elementary — related
• Universities' GenAI policies widely embrace core ethical and governance principles but often overlook inclusion, equity, and sustainability issues such as internet access, gender parity in AI, and environmental impact — related
• Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence — related
• Most Digital Café participants had home Internet but no one to help with everyday computer learning needs — related
• Participants who accessed the report card site with mobile devices had more difficulty using it — related
• Nearly 80 percent of surveyed charter schools operated fully remotely in April 2020, falling to about half by the 2020-21 school year — related
• Roughly 30% of U.S. k-12 students lacked high-speed internet or adequate devices for digital learning at home before the pandemic, with disparities by income and race — a broader claim this one bears on