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)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Schools that had not provided devices prior to closure were disproportionately high-poverty and largely primary-grade schools. → 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 analysis of pre-closure device distribution among New York charter schools. The report states high-poverty schools "represented 86.8% of the schools that had not provided devices to students prior to building closure" despite being 79.3% of the sample; 80.0% of schools overall had provided devices beforehand.
"Although high-poverty schools represented 79.3% of the total sample, they represented 86.8% of the schools that had not provided devices to students prior to building closure."
Discussion¶
Related Claims¶
- 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 — related
- Just under half of New York charter schools (45.8%) reported no challenges supporting ELL/MLL students remotely; high-poverty schools were more likely to report challenges — related
- Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions — related
- Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related
- Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
device-provision-equity-high-poverty |
title |
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) |
description |
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) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — new-york-charter-schools-remote-instruction-during-covid-crisis-spring-2020-results-for-all-authorizers-2020 |
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