A digital divide exists in Chicago students' home technology use, but schools do not strongly magnify it along racial or income lines¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Differences in schools' technology availability and use are not strongly related to the racial composition or family income levels of students in the school. → Holly M. Hart 2002 q2 i? Two significant exceptions: selective admissions high school teachers assign more technology tasks, and predominantly African-American elementary schools show slightly lower computer access. → Holly M. Hart 2002

Evidence¶

Holly M. Hart 2002¶

Holly M. Hart, Elaine Allensworth, Douglas L. Lauen, Robert M. Gladden. (2002). Educational Technology: Availability and Use in Chicago's Public Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/educational-technology-its-availability-and-use-chicagos-public-schools

q2 · i? · associational · r2

Equity analysis of survey and administrative data across 434 schools finds home-use digital divide disparities but small school-level disparities; the second stated exception is that "elementary schools with predominantly African-American enrollments show slightly lower levels of access to computers than other types of schools."

"However, differences in a school's availability and use are not strongly related to the racial composition or family income levels of students in the school . There are only two significant exceptions: First, teachers at selective admissions high schools assign more tasks that require their students use technology"

Discussion¶

Related Claims¶

• The home digital divide narrowed by 2003 and schools partially compensated, with predominantly African-American elementary students using school computers more than integrated-school students — related
• Emergency federal funding narrowed the digital access divide during the pandemic but did not close the digital use divide — related
• School improvement rates varied by community type: Latino, racially diverse, and integrated schools improved disproportionately, while stagnation concentrated in predominantly African-American low-income communities — related
• NBCTs are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools — related
• Grow use is consistently greater in predominantly African-American schools across Chicago — reports the opposite
• The multilevel digital divide presents multiple challenges for parents in technology-integrated family–school partnerships — related