Amina Fazlullah

Across the country, states are making critical decisions about how to leverage $80 billion in federal broadband infrastructure funding from the Infrastructure Investment and Jobs Act (IIJA) and the American Rescue Plan Act (ARPA). With the right planning, these funds could ensure that high-speed internet service will finally reach every single home and business in the country, which has been one of Common Sense Media's top priorities for years.

Institutions that provide essential services, including education, health care, government functions, and the workforce, have a duty to make their services universally accessible. But because of the persistence of the digital divide, these institutions cannot fully integrate and modernize internet-based technologies into their services; doing so would effectively deny service to people who cannot adequately access the internet. As a result, institutions have been unable to fully leverage the benefits of technology to make their services even more effective, efficient, and innovative.

Common Sense and Public Knowledge recommend that the Universal Service Administrative Company make additional types of data available through the Affordable Connectivity Program (ACP) Enrollment Claims Tracker. The tracker is the main source of publicly-available data on the ACP. However, the tracker currently lacks key types of data to precisely measure the effect of these campaigns or understand the quality of the services and devices purchased.

While the recent COVID-response programs are welcomed additions to the effort to connect all people, they are only one part of the total ecosystem required to achieve universal service. The Universal Service Fund continues to be an important part of that ecosystem. Specifically, the Lifeline program’s voice and data and voiceonly subsidies for consumers is not replicated elsewhere, and the Emergency Connectivity Fund program does not reach as far or cover as many needs as the E-rate program. One program does not serve all ends.

This is the third in our series of reports on the digital divide with Boston Consulting Group, and presents a clear roadmap for closing it once and for all. The report offers new and more granular detail on the root causes of the digital divide, cites work by many other groups in this field, and shows that previous COVID relief efforts have still left millions of kids caught in the gap and have funded mainly short-short-term solutions that are set to expire.

The next administration should maximize the use of all available policy tools to close the homework gap and keep it closed. First, the Federal Communications Commission should update the existing E-rate program to allow schools to ensure home access to broadband for every student and teacher (Pre-K to Grade 12). Second, the FCC, in coordination with the Department of Education, should launch a one-to-one device program for students and teachers (Pre-K to Grade 12).

How did stakeholders respond to school closings and the digital divide --  and what lessons can be learned from those efforts to close the digital divide going forward? This report highlights case studies at the state, city, and school district level and concludes that there are three key steps in the still unfinished endeavor of closing the K–12 digital divide during the pandemic.

A full 15 to 16 million public school students across the US live in households without adequate internet access or computing devices to facilitate distance learning. Almost 10% of public school teachers (300,000 to 400,000) are also caught in the gap, affecting their ability to run remote classes. The 32-page report, Closing the K–12 Digital Divide in the Age of Distance Learning, fixes a one-year price tag of at least $6 billion and as much as $11 billion to connect all kids at home, and an additional $1 billion to close the divide for teachers.

In 2018, Common Sense conducted a national survey and focus groups to understand the challenges and promise of technology use in the classroom for learning. Teachers across the US were asked about the use of educational technology with students in their classrooms, and issues of access emerged:

Most Americans do not have much of a choice in Internet service providers, even in big cities. But for a lucky few, they have not only a robust gigabit connection but also a choice of many providers. This is most common in an arrangement called “open access.” Some 30 communities spread across the United States have embraced this model — where the local government builds a fiber-optic infrastructure and acts as a wholesaler, allowing independent Internet Service Providers (ISPs) to offer the actual service to households and businesses.