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Round-Up for the Week of Jan 8-12, 2024

 All 50 states, the District of Columbia, and Puerto Rico are currently working on digital equity plans. As they release draft plans seeking public feedback, the Benton Institute for Broadband & Society is sharing summaries focused on how states define their digital divides and their vision for reaching digital equity.

In 2022, Governor Ned Lamont (D-CT) called on the Connecticut Commission for Educational Technology within the Department of Administrative Services (DAS) to lead the State’s efforts around digital equity. In late 2023, the commission released its draft digital equity plan, Connecticut: Everyone Connected, for public comment. Feedback on the plan can be submitted until January 22, 2024 by visiting www.CT.gov/DigitalEquity.

Connecticut's Vision for Digital Equity

Connecticut’s vision for digital equity is for all residents to flourish across every aspect of life — from learning, working, and civic engagement to general well-being — with the assistance of technology tools and skills. These outcomes will take place through a collaborative ecosystem of resources and services that improve lives through digital access. The shared understanding behind this vision arises out of concerted efforts to reduce barriers to technology.

Connecticut State statute defines “digital equity” as a condition in which all individuals and communities have the information technology capacity needed for participation in society, democracy and the economy of the state. In addition to the general sense of this definition, Connecticut sees digital equity as deeply personal. Regardless of individual gifts, challenges, or lived experiences, every Connecticut resident has a right to engage fully in society—in person and online.

Making this vision a reality aligns with federal definitions of digital equity and its components: access to affordable, high-speed connections; devices that serve the needs of residents; skills that improve their ability to use technology effectively; support to use those digital tools; and unfettered access to services that expand insights and improve lives.

With each resident at the center of this vision, Connecticut acknowledges the strengths of its current digital ecosystem as the starting point for a future in which individuals and groups at the local, regional, and state level partner to identify and provide sustainable resources that support digital equity. Achieving digital equity, in turn, supports the current and evolving strategies in Connecticut to advance personal and collective welfare. Access to and effective use of technology should remain a catalyst and accelerator of human flourishing.

Covered Populations and Barriers to Digital Equity

Given the different degrees of disparity observed among different covered populations, the digital equity team created a digital equity needs assessment profile of each group to better understand these unique challenges. The percentages of each covered population out of Connecticut's total population are as follows:

• Aging residents: 31 percent
• Residents with a disability: 14 percent
• Residents in covered households: 21 percent
• Residents with language barriers: 5 percent
• Members of Racial / Ethnic Minority Groups: 10 percent Black/African American Residents, 15 percent Hispanic/Latino Residents
• Rural residents: 11 percent
• Veterans: 5 percent
• Residents Incarcerated in State Facilities: less than one percent

Aging Residents

Connecticut residents who are 60 and older are less likely to have full connection to the Internet. They were twice as likely to report having no Internet at all (13% vs 6% overall). They were also more likely not to have a fixed broadband connection (24% vs 17% overall). Some aging individuals are more likely to struggle with internet access than others. In nationwide studies, factors like having low education levels or low income, being single, living in rural areas, struggling with health issues, or being Black and/or Latino correlated with lower rates of internet access for aging Americans. Some aging residents who attended focus groups were concerned about affording internet service. Fixed incomes like Social Security could make a resident ineligible for subsidized internet programs, such as the Federal Communications Commission's Affordable Connectivity Program (ACP). Paying market prices for internet service is difficult on those incomes. Others remarked that they opted for slow internet because a faster plan was too expensive.

Connecticut residents who are 60 and older are less likely to meet the state’s Digital Connection Benchmark. To meet the benchmark, residents must have broadband internet, a computer, and a smartphone. A lower share (41%) of aging residents met this standard, compared to 27 percent overall. Aging residents are also more likely to say there are no internet-enabled devices in their household (13% vs only 5% overall) and to say they do not own a computer (22% vs 15% overall). Nationwide, aging individuals are more likely than younger individuals to rely on analog devices. About 29 percent reported having a cellphone rather than a smartphone, much higher than the rate for younger groups.

Connecticut residents who are 60 and older are less likely to meet the state’s Digital Literacy Benchmark. To meet the benchmark, residents had to say that they could complete at least five of six key tasks without help. Only 36 percent of overall respondents fell below this benchmark, compared with 42 percent of aging residents. Nationwide, older Americans tend to score lower on tests of digital skills compared to younger Americans. There is also significant variation in terms of skill level within this group. Those from historically marginalized groups, including women and people of color, are less likely to have strong digital skills.

Connecticut residents who are 60 years or older were slightly more likely to fall below the state’s Digital Security Benchmark (62% compared to 59% overall). To meet this standard, residents needed to say they were “fairly” or “very” familiar with all items on a list of security concepts. On the topic of technical support, focus group participants were often very reluctant to seek formal technical support, preferring to rely on family members when possible. Participants said technicians were less likely to explain solutions in an accessible way and were often not sensitive to their needs.

Residents with a Disability

Connecticut residents who have a disability are less likely to have full connection to the internet. They were almost three times as likely to report having no internet overall (17% vs 6% overall). They were also more likely not to have a fixed broadband connection (30% vs 17% overall). Nationwide, working-age people with disabilities are more likely to struggle to afford internet compared to those without disabilities. Focus group participants highlighted cost as a barrier to home internet access, especially for individuals on fixed incomes.

Connecticut residents with a disability are less likely to meet the state’s Digital Connection Benchmark. About 49 percent of residents with disabilities fell below this standard, compared to only 27 percent overall. Residents with disabilities are three times as likely to say there are no internet-enabled devices in their household (17% vs only 5% overall). They are twice as likely to say they do not own a computer (30% vs 15% overall). The device divide persists at a national level. Studies show that individuals with disabilities are less likely to own computers, smartphones, and other digital devices compared to the average American. Some individuals with disabilities require adaptive software or equipment to be able to use their devices. These tools may include text-to-speech software, magnification software, or other adaptations to accommodate a variety of impairments.

Connecticut residents with disabilities are less likely to meet the state’s Digital Literacy Benchmark. Of residents with disabilities who responded to the state’s Resident Survey met the benchmark, 53 percent fell below the benchmark compared to only 36 percent of the overall sample. The two items where residents with disabilities scored the furthest below the overall average were fixing a device when it is not working and using documents and spreadsheets. When residents cannot fix a device when it breaks, they may need technical support. Residents who struggle to use documents or spreadsheets may also struggle to complete some academic or employment tasks.

Connecticut residents who have a disability were more likely to score below the state’s Digital Security Benchmark (68% compared to 59% overall). To meet this standard, residents needed to say they were “fairly” or “very” familiar with all items on a list of security concepts. Individuals with disabilities had lower levels of familiarity across all privacy and security concepts. This could put them at higher risk for falling victim to cybercrime or privacy violations. When residents with disabilities are not able to resolve problems themselves, they require technical support. While assets exist at the state and national level to provide this support, some still struggle.

Residents Incarcerated in State Facilities

In most cases, direct internet access is limited or prohibited by law within correctional facilities. Institutions have local Wi-Fi connections to facilitate tablet programming. Residents in correctional facilities increasingly have access to tablets like the ones expanding in Connecticut facilities. While the devices may be free, in some cases inmates are charged above-market prices for some content. Furthermore, restricting inmate devices to access only the facility’s secure local area network (LAN) is a common practice nationwide.

Focus group participants who had been incarcerated noted that affordability was a significant issue during the transition from incarceration back into society. People who are re-entering may not have the funds to afford internet access until they have a job. However, getting a job without internet access can also be difficult. This creates an unfortunate paradox that can keep justice-impacted people in a state of self-reinforcing disconnection.

Focus group participants described how not having access to the open internet limited their ability to learn the digital skills required to use a smartphone or computer. Many said they had difficulty using or learning new technologies once they re-entered society. Many of the currently incarcerated may also have a disability, a language barrier, or characteristics of other covered populations that make accessibility more challenging. Eligibility for training programs inside correctional facilities could also be limited at the discretion of the facility based on discipline history or other factors. Participants also talked about the poor internet availability at halfway houses, which complicated their efforts to re-integrate.

Residents with a Language Barrier

Connecticut residents with a language barrier are less likely to have full connection to the internet. They were almost three times as likely to report having no internet overall (16% vs 6% overall), and over twice as likely not to have a fixed broadband connection (37% vs 17% overall). Many individuals with language barriers may belong to immigrant households. Some studies suggest that recent immigrants are more likely to be unbanked, and less likely to have internet access.

Connecticut residents with a language barrier are less likely to meet the state’s Digital Connection Benchmark. Of residents with language barriers, 51 percent fell below this standard, compared to only 27 percent overall. Residents with a language barrier are over twice as likely to say there are no internet-enabled devices in their household (12% vs only 5% overall). However, they are more than three times as likely not to own a computer (38% vs 15% overall).

Connecticut residents with language barriers are less likely to meet the state’s Digital Literacy Benchmark. Of those with language barriers who responded to the state’s Resident Survey, 76 percent fell below the benchmark, compared to 36 percent of the overall sample. Focus group participants shared that translation difficulties add an extra layer to the process of learning new digital skills. They also mentioned that recent immigrants from areas with less-developed internet infrastructure may not have learned how to get or use the internet in their home countries. This can add to the difficulties of adjusting to a new place.

Connecticut residents who have a language barrier were less likely to meet the state’s Digital Security Benchmark (83% scored below the benchmark compared to 59 percent overall). Furthermore, Focus group participants remark that effective instructors of digital skills must be sensitive to the backgrounds and dialects of their students. They also mentioned the extreme difficulty of reaching technical support call centers that do not offer support in multiple languages. These assets are not accessible for residents with limited English.

Residents in Covered Households

Connecticut residents from covered households (those earning under 150% Federal Poverty Line) are less likely to have full connection to the internet. They were almost three times as likely to report having no internet overall (15% vs 6% overall). They were also more likely not to have a fixed broadband connection (32% vs 17% overall). Across focus groups, especially those in geographic areas with a high percentage of covered households, participants discussed how the high prices and lack of competition between some service providers made access to high-speed internet unaffordable. In addition, broadband adoption rates generally correlate with socioeconomic levels, by census tract, in Connecticut.

Connecticut residents from covered households are less likely to meet the state’s Digital Connection Benchmark. About 49 percent of residents in covered households did not meet this standard, compared to only 27 percent overall. Those in covered households are also more than twice as likely to say there are no internet-enabled devices and no computers in their household (13% have no internet-enabled device at all vs only 5% overall, and 32% have no computer vs 15% overall). Nationwide, smartphone ownership is more common among lower-income households than computer ownership. Many low-income households may rely on smartphones as a cheaper digital access option. Unfortunately, smartphone reliance can also limit digital literacy.

Connecticut residents from covered households are less likely to meet the state’s Digital Literacy Benchmark. Of those from covered households who responded to the state’s Resident Survey, 59 percent fell below the benchmark, compared to only 36 percent of the overall sample. Connecticut residents from covered households were also less likely to meet the state’s Digital Security Benchmark (71% scored below the benchmark compared to only 59% overall).

Residents Who Are Members of Racial/Ethnic Minority Groups

Connecticut residents who identify as Black/African American are less likely to have full connection to the internet. They were slightly more likely to report having no internet (9% vs 6% overall). They were even more likely not to have a fixed broadband connection (24% vs 17% overall). Connecticut residents who identify as Hispanic/Latino are also less likely to have full connection to the internet. They were slightly more likely to report having no internet (9% vs 6% overall). They were even more likely not to have a fixed broadband connection (26% vs 17% overall).

Black/African American residents are less likely to meet the state’s Digital Connection Benchmark. About 37 percent of Black/African American residents fell below this standard, compared to only 27 percent overall. The share who do not own any internet-enabled device is very similar to the statewide average (7% vs 5% overall). However, they are more likely to say they do not have a laptop or computer at home compared to the sample average (23% vs 15% overall). Hispanic/Latino residents are also less likely to meet the state’s Digital Connection Benchmark. About 38 percent of Hispanic/Latino residents fell below this standard, compared to only 27 percent overall. The share who do not own any internet-enabled device is very similar to the statewide average (6% vs 5% overall).

Black/African American residents are less likely to meet the state’s Digital Literacy Benchmark. Of those who responded to the state’s Resident Survey, 45 percent fell below the benchmark, compared to only 36 percent of the overall sample. Hispanic/Latino residents are less likely to meet the state’s Digital Literacy Benchmark. Of those who responded to the state’s Resident Survey, 47 percent scored below the benchmark, compared to only 36 percent of the overall sample.

Black/African American residents were slightly less likely to meet the state’s Digital Security Benchmark (63% scored below the benchmark vs 59% overall). Hispanic/Latino residents were less likely to meet the state’s Digital Security Benchmark (67% scored below the mark vs 59% overall) as well.

Rural Residents

Connecticut’s rural residents connect to the internet in similar ways to the overall population. Based on The Census ACS data, residents in rural areas were about equally likely to say they had internet or broadband compared to the state average (7% had no internet vs 6% overall, 18% had no broadband vs 17% overall). However, the variable used for broadband in the census includes a wide range of technologies. For many rural residents, the quality of the service they receive may be slower or less reliable compared to urban residents. Rural residents who participated in focus groups highlighted slow speeds and gaps in coverage. Several said internet infrastructure was the main reason they might not have internet. They said providers in their area often charge high prices for services that are unreliable and often stop working

Rural residents are slightly less likely to meet the state’s Digital Connection Benchmark. About 30 percent of residents living in rural areas fell below this standard, compared to 27 percent overall. Rural residents are slightly more likely to say there are no internet-enabled devices in their household (6% vs 5% overall). They are about as likely to say they do not own a computer (16% vs 15% overall). Nationwide, rural adults are less likely to have smartphones or computers than urban residents.

There were no disparities in digital literacy observed for rural residents; they were equally likely to meet the state’s Digital Literacy benchmark. Thirty-four percent of rural residents scored below the benchmark, as did 36 percent of the overall sample. Nationwide analysis of the digital divide between rural and urban users suggests that it may be largest between urban and rural residents without a high school diploma. Connecticut’s digital equity research did not disaggregate users by education level, so some gaps may exist for rural residents with lower levels of education. However, Connecticut’s rural areas are often adjacent to urban ones, which may lead to fewer disparities than seen in other states.

Veterans

Connecticut veterans are less likely to have full connection to the internet. They are slightly more likely to report having no internet or broadband connection (10% with no internet vs 6% overall, and 21% with no broadband vs 17% overall). Nationwide surveys have found that other factors, such as living in a rural area, can increase the likelihood that veterans will have limited access to internet infrastructure.

Connecticut veterans are less likely to meet the state’s Digital Connection Benchmark. About 38 percent of resident veterans scored below this standard, compared to only 27 percent overall. Connecticut veterans are about twice as likely to say there are no internet-enabled devices in their household (10% vs only 5% overall). They are only slightly more likely to say they do not own a computer (18% vs 15% overall). This suggests that while more veterans than average may be fully disconnected, veterans who do connect to the internet are more likely to have an appropriate connection. Veterans who were surveyed nationwide were more likely to report that not having a computer, or having an outdated computer, was the primary reason they had not subscribed to an internet service.

Connecticut veterans are less likely to meet the state’s Digital Literacy Benchmark. Of those who responded to the state’s Resident Survey, 47 percent scored below the benchmark, compared to 36 percent of the overall sample. Connecticut veterans were also slightly less likely to meet the state’s Digital Security Benchmark (62% did not meet the benchmark compared to 59% overall).

Implementation Strategy and Objectives

To achieve this vision for digital equity, the digital equity team will pursue the six goals.

Goal 1: Promote Development of Digital Skills and Technical Support Programs

1.1 Support regional and local partners to deploy digital skills and technical support programs

• Through Digital Equity Collaboratives, partner with the RESCs to offer local sub-grants that advance digital literacy, digital skills, and technical support for residents, with special consideration for the needs of covered populations

• Offer professional development opportunities and networking for digital navigators and other professionals who receive grant funding

1.2 Advocate for broader awareness and funding to support digital skill development in education and training programs

• Identify state agencies that can deliver digital skills training or technical support as part of other programming
• Share information with state agencies about the needs of covered populations, and advocate for consideration of digital skills and technical support during program design

1.3 Develop, deploy, and maintain a common framework for digital skill development

• Convene a team of advisors including the Core Planning Team of advisors, Digital Equity Collaboratives, the state library, and adult education to identify or develop a common framework for digital skill development
• Share the framework with the public, and promote it to key stakeholders and sub-grantees as a resource

Goal 2: Ensure Public Awareness of Digital Equity Resources

2.1 Create a trusted and searchable list of Digital Equity resources

• Based on the Asset Map referenced in this plan, create an interactive, searchable map residents can use to find connectivity, device, training, and support resources

2.2 Leverage trusted channels to disseminate information to organizations

• Develop and share communications about digital equity programming for organizations

2.3 Leverage trusted channels to disseminate information to residents

• Create communications about digital equity programs funded or otherwise supported by the state digital equity team
• Develop and share communications about state and federal affordability programs
• Develop and share communications about available resources for organizations who do digital inclusion work

Goal 3: Ensure Residents Have Affordable Options for Getting Online That Meet Their Needs

3.1 Increase participation in existing affordability programs

• Leverage locally trusted information channels to disseminate information about the following programs to covered populations who struggle with affordability:
  • The Affordable Connectivity Program and the Broadband Equity, Access and Deployment (BEAD) Program low-cost affordability plan 
  • Leverage network of partners to promote the expansion of safe, high-speed internet access through the Community Wireless program
  • Low-cost device programs
  • Device loan programs
• Incorporate information about ACP and other state affordability resources into Connecticut’s 211 system

3.2 Develop systems to promote the distribution of affordable devices to residents

• Create a pipeline for the collection, preparation, distribution, and support of decommissioned devices from State agencies, companies, and partner organizations
• Partner with other institutions such as higher education to create pipelines for quality refurbished devices
• Develop plans for sustained use and multilingual technical support that will allow residents to make effective use of devices in the long-run
• Coordinate with assistive technology providers and build partnerships to promote easy and affordable access to software that makes refurbished devices accessible to all residents

Goal 4: Support Development of Accessible and Inclusive Digital Government at the State and Local Levels

4.1 Foster development of inclusive local & regional resources

• Ensure that all sub-grantees meet accessibility standards with their program offerings
• Work with regional partners to inventory and address accessibility issues with municipal and regional websites

4.2 Ensure accessibility & inclusivity for state digital resources

• Partner with BITS (Bureau of Information and Technology Systems) to monitor and promote accessibility efforts for state websites
• Liaise with other State agencies that serve covered populations to advocate for increased attention to accessibility

Goal 5: Support High-Speed Broadband Infrastructure Buildout

5.1 Leverage Digital Equity Collaboratives as information conduits to maximize effective deployment of BEAD funds

• Share information with CAIs on Digital Equity 5A mailing lists about BEAD grants, timelines, and eligibility criteria

• Use Digital Equity programming and 5A sub-grants as opportunities to spread awareness to sub-grantees about the potential for supplementary infrastructure funding through the BEAD program

Goal 6: Foster Ongoing Learning About Digital Equity Best Practices

6.1 Ensure all DE-funded activities have measurable outcomes

• Develop reporting requirements for feedback loops that are realistic to implement and allow for quality data collection

• Make reporting requirements uniform across DE-funded activities to ensure data comparability

6.2 Support ongoing research and analysis of digital inclusion work to identify best practices

• Whenever possible, share data with research partners to promote learnings about digital equity best practices
• Conduct periodic internal reviews of data to evaluate performance and effectiveness

6.3 Communicate best practices to the wider community

• Promote publications of research partners that highlight best practices in Connecticut digital inclusion work
• Develop communications and frameworks that share research findings with program implementers
• Convene communities of practice to build shared knowledge

Connecticut Wants to Hear From You

The deadline for public comments on the Connecticut Commission for Educational Technology's draft plan is January 19, 2024. Comments can be submitted via submission form, by email (DigitalEquity@ct.gov), during a public comment session, or by phone at (860) 622-2032. More information can be found on the Department of Administrative Services' website.

Quick Bits

• Chairwoman Rosenworcel Updates Members of Congress Regarding the Status of the Affordable Connectivity Program
• Affordable Connectivity Program to End Soon Barring Congressional Action
• Bipartisan, Bicameral Extension of the Affordable Connectivity Program Introduced
• Advocating for Consumers and Organizations Facing a Potential ACP Wind-Down
• The Future of the Affordable Connectivity Program

Weekend Reads (resist tl;dr)

• Biden-Harris Administration Awards Nearly $80M For Wireless Innovation
• Five reasons BEAD alone won’t deliver internet for all
• Using a Digital Entertainment Tax to Strengthen Local Information Infrastructure in The United States: A Conceptual Exploration
• Supply Chain Reimbursement Program Third Report
• FCC Chair Sets Her Sights on Space, Net Neutrality Comeback

ICYMI from Benton

• Coloradans at the Heart of State's Digital Access Plan
• Connected and Empowered: A Digital Equity Plan for Pennsylvania
• Guiding Texas' Digital Opportunity Investments
• Florida's Roadmap for Closing the Digital Divide
• A Vision and a Mission for Digital Equity in North Carolina

Upcoming Events

Jan 16––Hearing on “Click to Cancel” Rulemaking (FTC)

Jan 17––Stories from NTIA’s Broadband Infrastructure Program (NTIA)

Jan 17––Leveraging American Communications Leadership with Open Radio Access Networks (House Commerce Committee)

Jan 18––Industry Listening Session on Kids’ Online Safety (NTIA)

Jan 25––January 2024 Open Federal Communications Commission Meeting (FCC)

Jan 30––Disability Advisory Committee (FCC)

Feb 12—State of the Net 2024 (Internet Education Foundation)

Feb 15––February 2024 Open Federal Communications Commission Meeting (FCC)

Mar 14––March 2024 Open Federal Communications Commission Meeting (FCC)

Mar 25––The Right Connection (CENIC)

More in this series:

• Coloradans at the Heart of State's Digital Access Plan
• Connected and Empowered: A Digital Equity Plan for Pennsylvania
• Guiding Texas' Digital Opportunity Investments
• Florida's Roadmap for Closing the Digital Divide
• Creating Digital Opportunities in Nebraska
• Developing Digital Equity Solutions in Vermont
• Working Towards Digital Equity in DC
• Oregon's Plan for Meaningful Broadband Access
• Massachusetts' Unified Vision of Digital Equity
• Alaska's Plan to Address Broadband Adversity
• Georgia's Plan for Digital Connectivity
• In a New York State of Digital Equity
• A Plan for Digital Equity in Delaware
• Equity for the Digital Age: Maryland's Plan
• North Dakota's Collective Approach to Digital Equity
• A Plan for Connecting New Jersey
• Achieving a Digitally Inclusive Ohio
• A Digital Access Plan for All Idahoans
• Envisioning a Connected, Interconnected Alabama
• Missouri Pursues Sustainable Digital Opportunity Initiatives
• A Digital Equity Plan to Connect All Kansans
• South Dakota's Plan to Leverage Digital Equity to Reach Economic Goals
• Aloha Spirit Inspires Hawai'i Digital Equity Plan
• The Plan for Closing Nevada’s Digital Divide
• Wisconsin's Digital Equity Values
• ¡Su opinión cuenta! Puerto Rico Releases Initial Draft of Digital Equity Plan | ¡Su Opinión Cuenta! Puerto Rico Pública el Borrador Inicial del Plan de Equidad Digital
• Kentucky Pursues Full and Equitable Digital Access for All
• Tennessee Drafts a Digital Opportunity Plan
• Washington State Sets Digital Equity Goals
• West Virginia's Plan to Conquer the Digital Divide
• Wyoming Seeks Feedback on Digital Access Plan
• Communities Know Communities Best: Michigan's Digital Equity Plan
• Montana's Digital Opportunity Plan
• Achieving Digital Independence in Utah
• Maine's Vision of Digital Equity
• A Look at Louisiana's Draft Digital Equity Plan

The Benton Institute for Broadband & Society is a non-profit organization dedicated to ensuring that all people in the U.S. have access to competitive, High-Performance Broadband regardless of where they live or who they are. We believe communication policy - rooted in the values of access, equity, and diversity - has the power to deliver new opportunities and strengthen communities.

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