Community Anchor Institutions

In May 2023, Senator Ted Cruz (R-TX), the minority leader of the Senate Commerce Committee, sent a letter to the U.S. Government Accountability Office (GAO) requesting an examination of how the Federal Communications Commission administers the Universal Service Fund (USF). The USF consists of money collected from telecommunications companies that is dedicated to fulfilling the goals of universal service.

Once considered only a place to borrow books, libraries are emerging as a resource to educate Californians on how to navigate the Internet, providing access to employment and training opportunities, online services like telehealth, and much more. To ensure that library patrons can make the most of these opportunities, libraries also provide in-house digital navigators trained to assist patrons in getting online and acquiring necessary digital skills.

A recent federal court ruling is unlikely to mean the permanent end of the E-rate program that funds school telecommunication services, but the program's future is still uncertain. On a recent webinar, attorneys Sean Lev and Andy Schwartzman emphasized the recent ruling will have no near-term effects on E-rate.

Since its inception more than 25 years ago, the Federal Communications Commission’s (FCC) E-Rate program has supported high-speed, affordable Internet services to and within school and library buildings, and has been instrumental in providing students, school staff, and library patrons with access to essential broadband services. The FCC released a report and order in the August 20, 2024 federal register on using E-Rate funds for Wi-Fi hotspots.

Federal Communications Commissioner Geoffrey Starks joined Rep Marc Veasey (D-TX) at Lady Bird Johnson Middle School to discuss the important role of student connectivity and the FCC’s efforts to expand internet access. Established in 1996, the FCC’S E-Rate program helps schools and libraries to obtain broadband. The FCC has recently taken steps to modernize this program to ensure it addresses the changing connectivity needs of students.

After two years enmeshed in the work of coalition-building, speed test data collection, and pushing state leaders to invest in better telecommunication infrastructure across Oakland’s most disadvantaged neighborhoods, digital equity advocates in the East Bay city are finally seeing the fruits of their labor pay off.

For the past couple of years, unrelenting change has come fast. New education technologies seem to flow out in an unstoppable stream. These often have consequences, from an increase in cheating on assignments enabled by prose-spewing chatbots, to experiments that bring AI into classrooms as teaching assistants or even as students. For some teachers and school leaders, it can feel like an onslaught.

Fiber provider FiberLight has been selected to build a 10 Gbps fiber network for the Region 16 Education Services Center (ESC) in the Panhandle area of Texas. The project is part of the Federal Communications Commission’s E-rate program, which gives discounts to eligible schools and libraries to make internet access and telecommunications services more affordable to eligible schools and libraries. For this E-rate project, FiberLight will provide technical assets and expertise to the region, which will generate $10 million as part of its 22% of the E-Rate program.

The Federal Communications Commission voted to boost efforts by schools and libraries to loan out portable Wi-Fi hotspots, programs that mostly began before the COVID-19 pandemic but accelerated at its height. By a 3-2 vote, commissioners OK’d the use of E-Rate funds to support the initiatives.

Across the country, educators are finding innovative ways to integrate technology into their curricula. Students from marginalized communities often don’t have the chance to engage with technology in meaningful ways, and instead are limited to passive uses of technology that lack rigor and present little opportunity for students to further develop their digital skills. Sometimes this divide stems from a lack of access to devices, but even students who have access often lack the adequate knowledge to utilize devices, and their teachers are typically not adequately trained to embed technology