Schools/Universities

Online courses are an increasingly important part of students’ college experience, but how does this impact what students glean from their college experience? In our study, just published in Educational Evaluation and Policy Analysis (EEPA), we analyzed six years of institutional data (all before the onset of the COVID-19 pandemic) for three cohorts of students (N=10,572). Overall, our study finds that online course-taking is associated with more efficient college graduation.

The Federal Communications Commission announced that it is committing $169,297,501.79 million in its latest wave of Emergency Connectivity Fund program support, which will connect over 500,000 students in 47 states, Puerto Rico, and the District of Columbia. These additional commitments bring the current total commitments to over $3.2 billion. The funding can be used to support off-campus learning, such as nightly homework and virtual learning, as schools and libraries continue to respond to the ongoing COVID-19 pandemic.

The Federal Communications Commission's Office of Inspector General (OIG) issued an advisory raising concerns with respect to Emergency Broadband Benefit (EBB) Program enrollments based on the USDA National School Lunch Program’s Community Eligibility Provision (CEP). Households with a student enrolled in a school or school district participating in the CEP can qualify for the EBB Program.

Internet problems continue to slow down many students in the US state of New Mexico, but a pilot project using TV signals to transmit computer files may help. On November 18, state public education officials distributed devices to eight families in the city of Taos (NM) that allow schools to send them digital files via television. The boxes the size of a deck of cards allow digital television receivers to connect with computers using technology called datacasting.

In 2020, we saw the consequences of the digital divide: the have and the have nots of broadband. Many students—particularly children and those residing in predominantly rural areas—fell unacceptably behind. 2021 is proving to be no different, and in some communities, it is even more dire, as many schools offer fewer online options for families. Thankfully, there are a few ways we can ensure that students are not left behind:

In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University reported in March that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, "inadequate internet access could have contributed to low response rates." But help is on the way.

What is missing in the focus on getting laptops in the hands of children is the social component of learning—a component all too often taken for granted or even disparaged. As a culture, the United States has long loved the heroic idea of children teaching themselves. Movies and stories constantly retell this narrative of scrappy young people pulling themselves up by their bootstraps. These myths are especially common regarding technical knowledge.

In the summer of 2021, Illinois became the first state to require one unit of media literacy for all high school students. Media literacy can help young people critically examine the information they consume.

A review of applications for the Emergency Connectivity Fund (ECF) demonstrates the urgent need for laptop computers and internet access for millions of K-12 students and library patrons. Schools and libraries have requested support for 12.9 million devices via the ECF. There were two ECF filing windows in 2021. 9.4 million laptop computers were requested along with another 1.7 million tablet computers. Connected learning devices represented two-thirds of the $6.3 billion in support that was requested, and 17 percent of the funds were requested for mobile broadband.