ACTION TOOLKIT

Supporting Students & Families in Out-of-School Learning

sponsored by

February 2016

CONTENTS
Execu,veSummary............................................ 2
Sec,ons
1.Introduc,on................................................... 3
2.FirstSteps...................................................... 6
3.SchoolDistrictLeadership&Innova,on......... 9
4.CaseStudies:Leaders&Innovators................ 18
5.WhatsontheHorizon?.................................. 19
Appendix1:
SampleOutofSchoolConnec,vitySurvey......... 20
Appendix2:
Research&Resources........................................ 25
Acknowledgements........................................... 26

CoSN (Consortium for School Networking)

1025 Vermont Avenue, NW, Suite 1010
Washington, DC 20005
202.861.2672
info@CoSN.org
www.cosn.org
Copyright 2016 Consortium for School Networking. All rights reserved.

ACTION TOOLKIT

Digital Equity:
Supporting Students & Families in Out-of-School Learning

Accesstohighspeedbroadbandisnolongeraluxury;itisa
necessityforAmericanfamilies,businesses,andconsumers.
Aordable,reliableaccesstohighspeedbroadbandiscri=caltoU.S.
economicgrowthandcompe==veness.Highspeedbroadband
enablesAmericanstousetheInternetinnewways,expandsaccess
tohealthservicesandeduca=on,increasestheproduc=vityof
businesses,anddrivesinnova=onthroughoutthedigitalecosystem.
PresidentBarackObama

Execu,veSummary
There'safastdevelopingproblemwithlearning
today.Whilenearlytwodecadesofimproved
Internetaccessforschools(includingbillionsof
federalEratedollars)islargelyclosingwhat
remainsofthesocalleddigitaldivide,theubiquity
ofmorerecentmobiletechnologieshasnow
openedwideanew'homeworkgap'intowhich
lowerincomestudentstoooftenfall.Asalarge
partofeducationstillhappensafterschoollets
out,studentswithreliable,robustInternetaccess
andtaskappropriatedevicesseamlesslystay
connectedtoclasswork,assignments,teachersand
allmannerofnecessaryonlineresourcesforwork
andlearningtheyaccomplishathome.Meanwhile,
thosewithoutameaningfulhometoschoolor
studenttoresourcesconnecEonintheirhome
environmentsfacechallengesthatmakeforavery
unevenplayingeld.Andthegapextendsbeyond
homework;parents,too,standtoloseout;being
connectedistantamounttobeingfullyinformedof
theirchildsacademicperformance.Suchaccessand
opportunitycan'tinfairnessbeseenasaluxury
aordedonlyforauentorbeMerconnected
communiEeswhen,intoday'sreality,Internet
accessonappropriatedeviceswithasucient
amountofbandwidtharebasicandessenEaltools
forlearningandparEcipaEoninoursystem.
Thistoolkitoffershistoriccontextualbackground,
describesthehomeworkgap,addressesbroader
implicationsofhouseholdconnectivity,anddetails
fourfirststepsschooldistrictscantakerightnow:

Digital Equity Action Toolkit

1. Survey
2. Engageyourcommunity
3. Ensuresustainabilitythroughcommunity
assets
4. Consideroutsideoftheboxsolutions
Wealsopresentsixapproachesthatareenabling
someschooldistrictstostrengthentheir
leadershipandsparkinnovationinpursuingdigital
equityintheircommunities:

1. PartneringwithlocalbusinessesonWiFi
accessforlearning
2. Makingthemostofexistingschooldistrict
assets
3. Seekingmobilehotspotprogramsand/or
affordableLTE
4. Takingadvantageofspecialbroadband
offerings
5. Repurposingeducationalspectrum
6. Creatingameshnetwork
Innovativeleadersinschooldistrictsnationwide,
withhelpfrombusinessandcommunitygroups,
arerisingabovefiscalconstraintstoensuredigital
equityfortheirstudents.Thistoolkitprovides
thoughtfulstrategies,inspiringcasestudiesand
workablesurveytemplatestoimplementsuch
digitalequityinanylocale.Indeed,itdoesn't
requiremuchcontemplationtoseethemoral
imperativeandsocietalbenefitinmakingsuch
digitalequityareality.Thegoodnewsis,withhelp
fromthistoolkit,itisntimpossible,butitdoes
requireanintentionalapproach.Welcometothe
civilrightsissueoftodaysdigitalera.

Page 2

Introduc,on
Goal
Toprovideschooldistrictsandtheir
communitieswiththeinformationnecessary
tosupportstudentsandfamiliesinachieving
equityinoutofschoollearning.

Background
Eighteenyearsago,theErateprogramwas
createdtoconnectallclassroomstotheInternet.
Eratesinitialmissionofprovidingabasic
connectiontotheInternetineveryclassroomhas
largelybeenaccomplished.
However,asnotedinCoSNs2014Infrastructure
Survey,schooldistrictsconEnuetofacesignicant
broadbandandtechnologyinfrastructure
challenges.InDecember2014,ciEngthisandother
data,theFederalCommunicaEonsCommission
(FCC)votedtoincreasefundingavailablethrough
theErateprogramby60percent.Theresultisthat
anaddiEonal$1.5billionisavailableannuallyfor
thenextveyearstoimprovebroadband
connecEvityandWiFiinU.S.classroomsforatotal
ofnearly$4billionyearly.
WhilethereareveryexciEnggainstobemadein
oncampusconnecEvity,failuretoaddressInternet

Digital Equity Action Toolkit

accessoutsideofschoolwillpreventdistrictsfrom
maximizingstudentgrowthanddevelopment.It
couldalsodeepenthedigitaldivideforchildrenwho
lackrobustaccessathome.ItisimperaEvethatwe
movebeyondtheclassroomandcapturethepower
oftheInternettoenableanywhere,anyEme
learning.
Alarmingly,over75percentofschooldistrict
technologyleadersreportthattheyhaveno
strategiestoaddressoffcampusaccessa
seriousproblemforstudentsfromlowincome
families,accordingtooursurvey.
Inspiteofresourceconstraintsfacedbyschool
districts,nowistherightmomenttobroadenour
horizonsfromsimplyfocusingonatschoolaccessto
enableanywhere,anyEmelearning.Todothis
educaEonleaderswillneedthough`ul,intenEonal
strategiesandpoliciesthatdecreaseinequiEesin
digitallearning.

TheHomeworkGapProblem
In2009,theFCCsBroadbandTaskForcereported
thatabout65percentofstudentsusedtheInternet
athometocompletetheirhomework,astaEsEc
thathaslikelyincreasedgiventhegrowingtrendsof
digitallearning.TheTaskForcealsofoundthat
approximately70percentofteachersassign
homeworkrequiringaccesstobroadband,another
staEsEcthathaslikelyincreasedasschoolsmoveto
moredigitallearning.Whilediscussionshaveframed
thisasahomeworkgap,inrealityitsawidening
chasmintowhichparents/guardiansalsofall.

Page 3

Nearly 50 percent of all students said they were unable to complete a homework
assignment because they lacked access to the Internet or a computer.

SchoolnoEces,calendars,news,informaEon,and
updatesaresentoravailableinelectronicformwith
anassumpEonofahomeconnecEon.More
importantly,thegoalisnttoenablejusthomework,
butanyEmelearning,bolsteredthroughparental
supportandawareness,andallofthisrequiresboth
insideschoolandoutsideschoolaccess.
ThePewResearchCenterinApril2015foundthat
82.5percentofAmericanhouseholdswithschool
agechildrenhavebroadbandaccessinthehome.
Thisisapproximately9percentagepointshigher
thanthebroadbandadopEonrateacrossall
households.YetbeyondthatposiEveoverall
staEsEc,thereremain5millionhouseholdswith
schoolagechildrenwhichlackbroadbandinthe
home.Studentsinthesehouseholdsexperience
whatisbeinglabeledthehomeworkgap.The
educaEonalchallengeis,ofcoursebeyondsimply
homework,andmustalsoinvolvenew
opportuniEesforlearninginsideandoutsidethe
class,aswellaswaystocommunicatewithfamilies.
Lowincomehouseholdscomprisea
disproportionateshareofthis5millionwithout
broadbandaccess.Lowincomehomeswith
childrenarefourtimesmorelikelytolack
broadbandthanmiddleorhighincomefamilies.
Likewise,lowincomeblackandHispanicfamilies
withchildrentrailcomparablewhitehouseholds
withchildrenbyabout10percentagepointsfor
homebroadbandaccess.
A2015surveybytheHispanicHeritageFoundaEon
providesaddiEonalinformaEonabouttheextentof
theproblem.

Digital Equity Action Toolkit

Nearly80percentofHispanicstudentswhodid
nothaveregularaccesstoacomputerathomeused
theirsmartphonestoaccesstheInternet.
Nearly50percentofallstudentssaidtheywere
unabletocompleteahomeworkassignment
becausetheylackedaccesstotheInternetora
computer.Hispanicstudentsreportedthismore
frequently.
Overall,42percentofstudentssurveyedbelieved
theyreceivedalowergradeonanassignment
becausetheylackedaccesstotheInternet.Hispanic
studentsweremostlikelytofeeltheyhadreceived
alowergradeduetothislackofaccess.
Teachersacrossthecountryhavebecome
increasinglyaMunedtotheimpactthatthe
homeworkgaphasonstudentseducaEonal
achievement.Accordingtoa2015reportbytheBill
&MelindaGatesFoundaEon,42percentof
teachersindicatethattheirstudentslacksucient
accesstotechnologyoutsideoftheclassroom.A
2014reportbytheAllianceforExcellentEducaEon
andtheStanfordCenterforOpportunityPolicyin
EducaEonfoundthatteachersinhighpoverty
schoolsweremorethantwiceaslikelytosaythat
theirstudentslackofaccesstotechnologyoutside
ofschoolposedachallengeintheirclassrooms.
Only3percentofteachersinhighpovertyschools
saidthattheirstudentshadthedigitaltools
necessarytocompletehomeworkassignments
whileathome,comparedto52percentofteachers
inmoreauentschools.

Page 4

The under-connection of low-income families is a real issue. A holistic approach will ensure
that school-aged children arent reduced to little or no access.

InaddiEontoreducingdigitalinequiEes,thereare
otherreasonswhybroadbandaccessandadopEon
areimportanttolowincomefamilies.Asurvey
conductedbytheMiamiDadeSchoolDistrict
followingimplementaEonofits$3.5milliongrant
iniEaEvewhichprovidedlaptopsandanInternet
connecEonforuseatschoolandhomeshowedthat
90percentofparentsfoundhavingthecomputer
andhomeaccessenabledthemtokeepmore
informedabouttheirchildsacademicperformance.
Similarly,TechGoesHome(TGH),adigitalequity
iniEaEvefoundedinBostonandnowoperaEngin
severaladdiEonalciEesacrossthecountry,found
thatparEcipaEonintheirdigitalaccessprogramhas
hadposiEveimpactsbeyondlearningdigitalskills.
Nearly70percentoffamiliesinTGHschoolbased
programmingindicatedthatthiswastherstEme
thattheyhadparEcipatedinanacEvityattheir
childsschool.Ninetyvepercentoftheseparents/
guardiansplantotakepartinfutureacEviEesat
theirchild'sschooloratthecommunityinsEtuEon.
Hometrainerssaytheprogramimprovedtheir
relaEonshipwiththeirfamiliesandparEcipants.

HouseholdConnec,vityBigPicture
AdigitalequitysoluEonthatprovidesastudentwith
preciselywhatheorsheneedsinordertocomplete
homeworkmaynotimplicitlyadvancedigitalequity
forthatstudent.
Steppingbackforabigpictureview,manystudents
comefromhouseholdsinwhichothersalsodepend
uponrobustconnecEvitytofullyengageinwork

Digital Equity Action Toolkit

andlife,andtomaintainstronghometoschool
connecEons.Aparent,anoldersibling,orother
familymembermaybeusingsharedconnecEvityor
evenashareddevice.
Ifyouweretosimplyasklowerincomefamiliesif
theyhadWiFiandadevice,themajoritywouldsay
yes.However,theCooneyCenter,ateamof
researchersfundedbytheBillandMelindaGates
FoundaEon,whoundertookjustsuchamission,
reportedthataccesstotheInternetanddigital
devicesisnolongerasimpleyes/noquesEon.
Whetherfamilieshaveconsistentquality
connecEonsandthecapabiliEestomakethemost
ofbeingconnectedisbecomingjustasimportant.
Further,accordingtotheirrstofitskindnaEonally
representaEvesurveyof1,191lowandmoderate
incomeparentswithschoolagedchildren(ages6to
13),amongfamilieswhohavehomeInternet
access,half(52%)saytheiraccessistooslow,one
quarter(26%)saytoomanypeoplesharethesame
computer,andoneqh(20%)saytheirInternethas
beencutointhelastyearduetolackofpayment.
TheunderconnecEonoflowincomefamilies,then,
isarealissue,andwhileitmaynotbethepurview
oftheschooldistricttoaccommodateforallfamily
membersinahousehold,amoreholisEcapproach
willensurethattheschoolagedchildrenthatschool
districtdoesservearentreducedtoliMleorno
accessduetothecircumstancesoftheirhome
environment,includingsomeoftheissues
menEonedabove.Whatevertheymaybe,these
typesofissuesandchallengeswillreveal
themselvesinresultsfromawellplannedandwell
executedstrategytogatheronesownlocal
informaEononwhatexactlyisthecase.

Page 5

These surveys are valuable tools for districts to understand and track progress in
addressing digital equity challenges and identify emerging issues.

2.FirstSteps
Step1:Survey,Survey,Survey
Akeyrststepinaddressingdigitalequitywithin
yourschooldistrictistoidenEfythescopeofthe
problem.Inotherwords,itisimportantfordistrict
andschoolleadershiptobeabletofullyarEculate
thecontextfordigitallearningthattheirstudents
engageinoutsideofschool.Teachersandschool
administratorsmaybegenerallyawareofdigital
equitychallengeswithinthedistrictandmayeven
knowspecicstudentswhohavelimitedaccessto
theInternetoutsideoftheclassroom.Itiscrucial,
however,fordistrictstobroadenthisawareness
withsurveydata.TheU.S.CensusBureaubegan
askingaboutcomputerandInternetuseinthe2013
AmericanCommunitySurvey(ACS).Thisnewsetof
digitalequityindicatorscollectedatthecommunity
levelmayprovideausefulstarEngpointfor
conversaEons.
CoSNandtheFridayInsEtuteforEducaEonal
InnovaEonatNorthCarolinaStateUniversityhave
createdasetofrecommendedstudentandparent
surveyquesEons(seeAppendix1)availableto
districts.Thesesurveysarevaluabletoolsfor
districtstounderstandandtrackprogressin
addressingdigitalequitychallengesandidenEfy
emergingissues.
SuggestedcategoriesofquesEonstoincludeina
surveyare:

Digital Equity Action Toolkit

Devices.Whattypesofdevicesdostudentsuseto
connecttotheInternet?Whichofthesedothey
useathome?Whichofthesearesuitablefor
compleEonofhomework?Howmanyfamily
memberssharedeachdeviceinthehome?
Places.Whatplacesotherthanhomedostudents
spendtimeoutsideofschoolhours?Whichof
theseplaceshaveInternetconnectionsthat
studentscanuse?Arethereplaceswhereitwould
beappropriatetoaddWiFiconnectivityorlook
foraffordableLTEsolutionsforstudentuse?
Speed.WhatisthespeedofconnecEonthat
studentsneedtoengageinanywhere,anyEme
learning?Dotheyhaveaccesstothisspeedof
connecEonintheirhomeandinotherplacesinthe
communitywheretheydoschoolwork?
AnotherexampleistheGrundyCenterCommunity
SchoolsinIowawhoareanexcellentmodelofhow
districtscanassessstudentsoutofschool
technologyenvironments.Theirsurveywas
parEcularlycomprehensiveandalsoexaminedthe
outofschoolconnecEvitystatusofteachers.
CollecEngthisdataallowedthedistrictto
understandthenatureofoutofschoolconnecEvity
experiencedbystudentswithinthedistricts
elementaryschool,middleschool,andhighschool.
Thissurveyisacomponentoftheirdistrictwide
TechnologyPlanimplementedtodirectinschool
andoutofschooltechnologystrategyfor
20132019.
SchoolleadersalsoneedtoidenEfywhichstudents
faceconnecEvitychallengesoutsideofschool.This
levelofdatawillenableschooldistrictsand

Page 6

Though school districts have the responsibility to ensure digital equity for their students,
the entire community shares an interest in advancing digital equity for all.

studentsparents/guardianstoworktogetherin
securingthetoolsthatstudentsneedforanywhere,
anyEmelearning.
Step2:EngageYourCommunity
SchoolsareinauniqueposiEontoengagethe
broadercommunityincreaEngandenacEngdigital
equitystrategies.Thoughschooldistrictshavethe
responsibilitytoensuredigitalequityfortheir
studentstocompeteintoday'sdigitalworld,the
enErecommunitysharesaninterestinadvancing
digitalequityforall.
EnlisEngotherinsEtuEonsthatmakeupthefabric
ofacommunitywillbroadenthearrayof
perspecEves,ideas,andresourcesneededto
addressdigitalequitynowandputsustainable
soluEonsinplaceforthefuture.
TheOpenTechnologyInsEtuteprovidesexcellent
guidanceontheprocessofengagingpartnersacross
thecommunityindigitalequityiniEaEves.OTIhas
foundthatthefollowingorganizaEonsplayacriEcal
roleinthelongtermsustainabilityofneighborhood
technologyinvestments:
Churchesandfaithbasedsocialservice
insEtuEons
CommunitybasedorganizaEons,community
centers
Libraries
Schools,educaEonalandworkforceprograms,
includingGEDprep

Digital Equity Action Toolkit

SocialservicefaciliEes,includingmunicipalaidand
public/lowincomehousing
CooperaEves(food,childcare,etc.)
Hackerspaces/makerspaces
Majorbandwidthbuyersincludinghospitals,tech
rms,anduniversiEes
CommercialInternetserviceproviders(especially
localorindependentrms)
Middlemileorbulkbandwidthproviders
OTIrecommendsassessmentoftheseinsEtuEons
readinesstoengagewithbroadbandaccessand
adopEonwork,includingexisEngbandwidth
resources,aswellastheircapacityandinterestin
supporEngtechnologicalresources.
YourcityatlargeorenEEeswithinitmayhave
alreadymadeacommitmenttoadvancingdigital
equity.Asyoubeginplanningyourowndigital
equitystrategies,rsttakestockofeortsthatare
alreadyunderwayandidenEfyareaswhere
coordinaEonmakessense.Thiswillenablethe
enErecommunitytomakethebestuseoflocal
resourcesandtobeMerserveitsmembers.
AniniEalcommunityconversaEonmightfocuson:
UnderstandingthesituaEoninthecommunity
Getngonthesamepageaboutthedata
IdenEfyingthearrayofresourcesandneeds
availablewithinthecommunitythatcanbe
matchedtoaddressthechallengeathand
Considerthekindofstructure/systemthatwillbe
neededtoimplementeortsandkeepeortsgoing

Page 7

School districts and community partners must work together to ensure that the
energy to address digital equity now has long-term staying power.

BesuretodirectlyengagelocalInternetservice
providersinthecommunityengagementprocess.If
theseenEEesaretoplayaroleincreaEng
condiEonsforasuccessfuldigitalequityiniEaEve
thenthey,too,mustunderstandbarrierstofull
connecEvitythatstudentsfaceoutsideofschool.

InaddiEontogetngcommunitypartnersonthe
samepagethroughthecommunityengagement
process,begintoidentifytheuniqueassetsheldin
thecommunitythatwillbecrucialtosustained
success.Explorerealworldexamplesofhowschool
districtshaveinsEtuEonalizedtheirdigitalequity
eortsinthecasestudiessecEonofthisreport.

Step3:EnsureSustainabilitythrough
CommunityAssets

Step4:ConsiderOutsideoftheBoxSolu,ons

Schooldistrictsandcommunitypartnersmustwork
togethertoensurethattheenergytoaddress
digitalequitynowhaslongtermstayingpower.Its
nevertooearlytoidenEfyandbeginenacEng
strategiestoensurethatyourworkissustained
acrossleadershipregimes.TheChippewaValley
InternetworkingConsorEum(CINC)inWisconsinis
anexcellentcasestudyinleveragingcommunity
assetsonaregionalleveltobuildsustainabledigital
equitysoluEons.

Asweconnectallhouseholdsespeciallythe
poorestonestobroadband,therearetremendous
opportuniEestobringinothercommunitypartners.
WeneedtothinkcreaEvely.OnaCoSNdelegaEon
toUruguay,wesawhowtheironetooneprogram,
PlanCeibal,whichsendsaschooldevicehome,also
deliversnutriEonprogramsformothersaqerthe
childrengotobed.Areyoureachingouttoother
agenciesandnonprotswithmissionstoadvance
thehealthandemploymentoflowincomefamilies?

Formedin1999,CINCisaregionalCommunityArea
Network(CAN)commiMedtoBroadbandServing
thePublicInterest.ItbecameanUnincorporated
AssociaEonin2011andcoordinatesregional
communicaEoninfrastructureprojectswithcity,
countyandstategovernment,educaEonal
insEtuEons,libraries,hospitals,healthcare,
nonprofits,andtechnologyproviderstofacilitate
andcreateinnovative,competitive,and
sustainablenetworks.Throughacoordinated
regionalcommunicationinfrastructure,CINChelps
theChippewaValleyremaininnovative,
competitive,andeconomicallyviableforpresent
andfuturegenerations.

The2015NextCenturyCiEesDigitalInclusion
LeadershipAwardwinnersprovideexamplesof
waysthatcommuniEesacrosstheU.S.arecoming
upwithoutoftheboxwaystoadvancedigital
equityintheircommuniEes.Oneofthe2015award
winnersisaprogrambasedinDavidson,NC,
EliminatetheDigitalDivide(E2D).Thisnonprot,a
collaboraEonwithCharloMeMecklenburgSchools,
isapowerfulexampleofhowtheverystudents
schoolsseektoeducatecanhelpeducateschools
andthebroadercommunityabouttheneedto
aggressivelypursuedigitalequity.Inspiredby12
yearoldFrannyMillen,whowhowantedtohelp
moreofherclassmatesaccesstheInternetathome,

Digital Equity Action Toolkit

Page 8

Digital equity is not easy to achieve; it takes conversation, political will, and shared
commitment. That said, it can be and is being solved in our nations communities.

E2Dprovideshomeswithschoolagedchildrena
computerandInternetaccess.ThetownspoliEcal
leadershiphassincehelpedorganizedigitalliteracy
classesforthecommunityandnamedeverysecond
SaturdayinMayE2LemonadeDaytosupport
grassrootsfundraisingeorts.Otherwinnersthis
yearhaventexplicitlystructuredtheiriniEaEves
aroundschools,butschoolagedchildrenmay
benet.
Digitalequityisnoteasytoachieve;ittakes
conversaEon,poliEcalwill,andsharedcommitment.
Thatsaid,itcanbeandisbeingsolvedinsomeof
ournaEonscommuniEes.

3.SchoolDistrictLeadership
&Innovation
Approach1:PartnerwithLocalBusinesseson
WiFiAccessforLearning

Onewaydistrictsincreasestudentsoutsideof
schoolInternetaccessisbypartneringwithlocal
businessesandcentersofcommunityactivityto
providefreeWiFi.Accordingtothe2015CoSN
InfrastructureSurvey,15%ofschoolsystems
reportthatthereiscommunity/businessWiFi
availableforstudents,a50%increasefrom2014.
Schoolcoststendtobeminimal;partnerships
canbebrandedtorecognizebusinessesas

Digital Equity Action Toolkit

partnersinadvancingdigitalequityand
educationalopportunity.
MappingandClosingtheWiFiDeserts
TheForsythCountySchoolsandtheCummings
ForsythCountyChamberofCommerceinGeorgia
partneredtoincreaseonlineaccessforoutof
schoollearningacrosstheircommunity.TheirFree
WiFiDirectorylistsaccesslocaEonswherestudents
candotheirhomework.Theprogramswebpage
providesasearchtoolenablingstudentstoeasily
locatecommunityaccesspoints,andinformaEon
forbusinessesabouthowtoenrollasapartnersite.
ParEcipaEngorganizaEonsreceiveaspecialwindow
displaytag.Thedirectoryisavailableat
www.forsyth.k12.ga.us/wiandaccessiblefrom
schoolwebsites.
JamesMcCoy,presidentandCEOofTheCumming
ForsythCountyChamberofCommerce,believes
thatthegreatercommunityalsostandstobenet.
CreaEngaFreeWiFiDirectoryisanatural
expansionof
servicesthat
supportour
communitys
highquality
oflife
standard,
saysMcCoy.
Byworking
togetherto
idenEfyand
mapfreeWi
FilocaEons,
wewillcreate

Page 9

By installing Wi-Fi in places where students spend time but arent able to get online,
school districts and communities open up a whole new set of connectivity possibilities.

acloudofcoveragethatnotonlybenefits
students,butthosethatalsoliveandworkinour
community.Westrivetobethemostconnected
countyalongtheGA400TechnologyCorridor,and
theFreeWiFiDirectoryisastepintheright
directionforcontinueddevelopmentofour
economicinfrastructure.

Pro/Con:

FairfaxCountyPublicSchools(FCPS)inVirginia
hastakenonasimilarinitiativetoengagelocal
partnersineffortstoincreasestudentsonline
accessinoutofschoollearning.Aspartofits
Access4Allprogram,FCPSmappedfreeWiFi
locationsforstudents.TheirCommunityInternet
Accessmapslistaccesssitesinneighborhoods
withinthedistrict,includinglibraries,and
community,family,andotherresourcecenters.
Heresonesuchmap:

Businesshours,studentschedulesnotaligned

Digital Equity Action Toolkit

Minimalschooldistrictcosts
Increasedcommunityengagementindigital
equity
Canprovidecommunityaccessifparkedinlow
incomeneighborhoods

Limitedbusinesshours
Lackoftransportationto/fromWiFiaccesspoints

Approach2:MaketheMostofExis,ngAssets
Byinstallingmobilebroadbandhotspotsinplaces
wherestudentsspendEme,schooldistrictsand
communiEesopenupawholenewsetof
connecEvitypossibiliEes.Anumberofschool
districtsleveragetheirbusestoenablemoreonline
Emeforchildrenastheytraveltoandfromschool,
andevenaqertheyvereturnedhome.ConnecEvity
onbusesappearstoreducebehavioralproblems,as
studentsfocusmoreontheirscreensandlesson
creaEngdisturbances.HuntsvilleCitySchools
reporteda70%dropindisciplineproblemsaqer
installinghotspotsontheirbuses.Thiscanincrease
districtcosts,butgivesstudentsmorelearningand
homeworkEme,anditaddsupfast:basedona30
minutebusride,thisrepresents30moreschool
daysperyearofpotenEalEmeontask.

Page 10

Mobile hotspot lending programs are a great way for school districts to
ensure students have Internet access wherever they go.

LEADERS&INNOVATORS
Locatedinahighpoverty,desertvalleyinsouthern
California,CoachellaValleyUnifiedSchoolDistrict
(CVUSD)spansa100squaremilearea.Averagedaily
bustimeperstudentisonehour;forsome,itsnearly
four.Theyvetransformedtransittimeintoalearning
asset.Inthe201415academicyear,CVUSDpiloted
mobilebroadbandaboardtwobusesforconnectivity
duringtransit.Parkedovernightbylowincome
households,theybecomeInternetconnectivityhubs
forfamilies.Followingasuccessfulpilotyear,the
schoolboardinsummer2015approvedthepurchase
ofhotspotsforinstallationonall97ofthedistricts
buses.The$232,065.33allottedtopurchasethe
hardwarewillcomefromthedistrict'sgeneralfund
andincludes11monthsofVerizonInternetservice,
andsolarpanelsfor10buses,enablingeveningusage
beyondtheonehourbatterylifethebusallows.Asa
note,operationalcostsfor97busesisabout$80,000
peryear;inotherwords,alotofthat$232,000was
hardware.OnJanuary4,2016,PBSNewsHour
featuredCVUSDsincrediblework.Watchthevideo.
MiamiDadeCountyPublicSchoolsisembarking
onaconnectedschoolbusinitiativeofepic
proportions.Withtheirlargestintheworldfleet
of1,300schoolbusestransporting60,000students
daily,thedistrictisusingKajeetSmartBus.The
hardwareandsoftwareconnectsstudentsonthe
gowhileensuringCIPAcompliantfiltering.They
buybulkdatafromVerizonandSprint,placingit
intoaKajeetaccountthatbusestap.Access
doesn'texpireandtheycanaddmorewhenever
needed.Learnmore.

Digital Equity Action Toolkit

Pro/Con:
LeverageexisEngschooldistrictassetsfor
greaterbenet
StudentsusetransitEmeforlearningand
homework
Considerabledistrictcost

PartneringwithCityGovernmentstoAddWiFi
TheCityofCharlottesville,VAiscollaboratingwith
AlbemarleCountySchoolDistricttoaddfreeWiFiin
laundromatsaroundthecity,aclevermeansof
providinglowincomefamiliesInternetaccess.
Similarly,mappingoutdistrictownedbuildings
acrossthecommunitywherethereisWiFicould
allowaccesstothefilteredschoolportal.Thesesorts
ofeffortsaregamechangerswhenthinkingabout
providingoutsideofschoolaccessforlearning.

Approach3:SeekMobileHotspotPrograms
and/oraordableLTE

Mobilehotspotlendingprogramsareagreatway
forschooldistrictstoensurestudentshaveInternet
accesswherevertheygo.Nearly5percentofschool
districtsaretakingthisapproach,accordingtothe
2015CoSNInfrastructureSurvey.Schoolsystems
mustensuremobilehotspotsareCIPAcompliant,
providingageappropriatelters.Typically,these
hotspotscapbandwidthallowedperstudent.

Page 11

Even with home broadband, mobile hotspots can prove useful.

TheabilitytoconnecttotheInternetanywherewith
amobilehotspotisparEcularlyeecEvein
advancingdigitalequityamongstudentswhose
householdsfrequentlymove.AnUrbanInsEtute
reportrevealsmobilitytrendsamongschoolaged
childrenthatmakemoretradiEonalwiredhome
broadbandplanspotenEallylesssuitable.Studies
citedinthisreportrevealthatapproximately13
percentofchildrenunder18movefromoneyearto
thenext;lowincomechildrenandadultsmove
evenmoreoqen,andapproximatelyhalfofalllow
incomehouseholdsmovewithintwoyears.Even
withhomebroadband,mobilehotspotscanprove
useful.Forexample,manystudentsdontreturn
homeunEladultguardiansreturnfromwork.

LEADERS&INNOVATORS
MiamiDadePublicSchoolsoffersschoollunch
eligiblestudentsSprintsConnectEd.Fromnow
throughJune30,2019,theSprintbroadband
service(Spark)isavailableto50,000lowincome
families.This3GBpermonthservice,onlyavailable
foreligiblestudentslivinginSprintserved
territory,isofferedforfouryearsonceactivated.
Thedistrictand/orfamilymustprovidethedevice;
oncethemonthly3GBlimitishit,theycannotadd
moredataonthatdeviceandtheconnectionis
slowed.AccordingtoDebKarcher,thathasnt
beenamajorproblembecausehomeaccessisstill
goingthroughthedistrictfilter.Thatsaid,Karcher
expressedconcernaboutsituationswhereother
familymembersconnecttothedeviceand
compromisetheprimarystudentsusage.Shealso
pointsoutthatstudentssmartlyseekfreeWiFi

Digital Equity Action Toolkit

fromplaceslikeMcDonalds,Starbucks,andTarget
todownloadbandwidthintensiveapps.Forfurther
informationabouthowtheprogramworks,heres
adetailedFAQ.
TheSchoolDistrictoftheCityofPon,ac,MI,uses
lteredmobilehotspotswithmanagedservicefrom
Kajeetthatscalestothenumberofdevicesthey
needandmonthstheyneedthem,withnooverage
charges.Trackingdatausagethroughmanaged
serviceisthekeytopredictablefees.
InKansasCity,Missouri,publiclibrariesandschool
districtsallytheireortstocreaEvelyadvance
digitalequity.Inthe201516academicyear,the
KansasCityPublicLibrary(KCPL),KansasCityPublic
Schools,andlocalnonprotorganizaEonsLiteracy
KansasCityandConnecEngforGoodpiloteda
mobilehotspotlendingprogram.Duringthispilot
year,25mobilehotspotswillbemadeavailableto
studentsintwohighschoolsfacingchallengesin
accessingonlinecontentoutsideofschool.This
pilotwasmadepossiblethroughagrantfrom
RhodeIslandbasednonprotMobileBeacon,
oeringlowcostInternetaccessandmobile
hotspotsforeducaEonalinsEtuEons.Learnmore
hereandhere.
Schoolandcommunityleaderswoulddowellto
encouragethisnexttypeofprogram.TheLibrary
HotspotprogramoftheNewYorkPublicLibraryis
anoutstandingexampleofhowpubliclibrariesare
makingboldmovestosupportpatronsingaining
fullaccesstotheInternet.Throughtheprogram,
patronsmayborrowadeviceandserviceforupto
oneyear.Learnmore.

Page 12

Just how much data does a student need? Education leaders need to know reasonable
averages that meet the need but dont break the bank.

AlvinDunnElementarySchoolinSanMarcos,CA,
participatedinatechnologyprojecttoevaluate
theimpactofmobilelearningandanytime,
anywhereInternetaccesswithagoalof
addressingthehomeworkgap.Theproject
providedeachofAlvinDunns776thgrade
students59%ofwhichdidnothaveaccessto
highspeedbroadbandconnectivityathome
withtabletsconnectedviaLTEmobilebroadband
service.Amongtheresults:
96%ofthestudentsspecificallyimpactedby
thehomeworkgapstatedthatgainingaccessto
anLTEconnectedmobiledevicehelpedthemto
becomebetterstudents
78%ofstudentsstatedthey"workedtogether
withmyclassmatesmoreoftenasaresultof
takingadevicehomeandhavealwayson
connectivity
Thesestudentsalsodevelopedstrongerself
efficacyasseriouslearners,with55%reporting
thattheyhadmoreconfidenceintheirabilitiesto
besuccessfulafterintroductionoftheconnected
tablets,and52%statingtheyweremore
interestedinwhattheywerelearninginclass
nowtheycouldusethetabletbothatschooland
athome.Moreonthisprojectcanbefoundhere
andhere.
Basedontheseresults,additionalprogramsare
underwaytooptimizecostsandofferthesame
InternetsafeguardsforLTEthatapplytoon
campusWiFi.

Digital Equity Action Toolkit

HowMuchDataDoesaStudentNeed?
So,toclosethehomeworkgap,justhowmuchdata
doesastudentneed?ThisisnotasimplequesEon,
butitisanimportantone.Theeasyanswer:It
depends.However,educaEonleadersneedto
knowreasonableaveragesthatmeettheneedbut
dontbreakthebank.Asmorelearningcontent
increasinglygoesdigital,onethingiscertain:the
amountofdatastudentsrequireforoutofschool
learningwillalsoincrease.
Ericssonfoundthat61%ofcommercialmobileapp
tracisfromFacebook,YouTube,Ne`lix,
Instagram,andSnapchat.Unlimitedaccesstothese
socialmedia/videositeswilllikelybustanyones
budget,evenona5GBplan.Somedistricts
recommendblockingconsumervideoserviceslike
YouTubebutallowingeducaEonvideoservices(e.g.
TeacherTube,SchoolTube,YouTubeforSchools,
KhanAcademy,TedEd,PBSLearningMedia,etc.).
AccordingtoMichaelFlood,VicePresidentfor
StrategyatKajeet,Evenwithconsistent
acceptableusepolicies,thepracEcesofthe
educator/studentcanvarydatausagearetheyin
aVirtualLearningprogramthatreliesheavilyon
videoconferencing?AretheyonlinealltheEme
(suchasavirtualorhospitalizedstudent),oronly
forhomeworkhoursintheaqernoon,evening,
and/orweekend?Astudentsdevicetypealso
inuencesusageasdierentpla`ormspushoutOS/
Appupdateswithdierentfrequencies.
Floodpointsoutthatmonthlyusageperstudenton
KajeetsManagedEducaEonBroadband(involving
thousandsofstudentsacross31statesand140+

Page 13

Another key strategy has been Wi-Fi upgrades at school campuses and other public
buildings that have a high incidence of student use.

districts)averagesunder1GB.Thisvariesbasedon
schoolpoliciesforwhen,andhowtheconnecEvity
canbeused.Forexample,districtsthatswitched
fromenvironmentswhosedesignisnttailoredfor
ocampusstudentbehaviorshaveseenasmuchas
a3x5xreducEoninaveragedatausage,primarily
fromthecarefulmanagementofconsumer
entertainmentuses.

Pro/Con:
StudentshaveInternetaccesswherevertheygo
ParEcularlyrelevantforstudentsspendingEme
inmulEplehouseholdsorfrequentlymoving
Withschoolprovidedaccess,educatorscangain
visibilityintostudentacEvitythatcaninform
improvedacademicstrategiesorevaluatetheuseof
instrucEonalresources
Amountofdataavailableperstudentvaries
dependingonschoolproviderarrangements.
StudentsmayencounterdatalimitaEonchallenges.
Allowablehotspotusemaybelimitedtostudent
useforhomework,thusnotaviableapproachto
advancinghouseholdwidedigitalequity
Upfrontandongoingcostforschools

Approach4:TakeAdvantageofSpecial
BroadbandOerings

Elevenpercentofschooldistrictspromoteprograms
whichprovidereducedpriceInternetservice,
accordingtoCoSNs2014InfrastructureSurvey.
Connect2Compete(C2C)providesanimportanton
rampforqualifyinghouseholds.Runthrough
naEonaldigitaldividenonprotEveryoneOn,C2C
targetsK12studentsandprovidesaordable
InternetanddevicestonaEonalschoollunch
programeligiblestudentsandfamiliesandis
oeredinpartnershipwithCox,BrightHouse
Networks,MediaCom,Suddenlink,Comcasts
InternetEssenEals,andothers.Eligiblecustomers
receivefast,aordableInternetforaslowas$9.95
permonth(plustax).Formostcustomers,thereis
nodeposit,nocontracts,andnoinstallaEonor
modemrentalfees.
AhouseholdmayqualifyforEveryoneOnsC2C
programiftheymeettherequirements.Forthe
mostuptodateinformaEonabouttheprograms
eligibilityrequirements,visitConnect2Compete.
AdopEonrateshavebeenfoundtobeaproblemin
somelowincomecommuniEes.
InApril2016,AT&Twilllaunchalowcostwireline
homeInternetprogramforhouseholdswithinits
21statewirelineserviceareawithatleastone
residentparEcipaEngintheSupplementalNutriEon
AssistanceProgram(SNAP).Qualifyinghouseholds
willreceivethefastestofthreepotenEalspeeds
(10,5or3Mbps)availableatthefamilysaddress,
priced(dependingonspeed)ateither$10or$5per

Digital Equity Action Toolkit

Page 14

Participants receive fifteen hours of classroom training to help them understand

why the Internet is relevant in their daily lives.

month(plustax).AT&Tsprogramalsohasnoterm
commitmentordepositrequirement,andno
installaEonormodemfees.Forcompletedetails
andeligibilityrequirements,visit:aM.com/access
aqerMarch1.

LEADERS&INNOVATORS
ReverePublicSchoolshasprioriEzedoutsideof
schooldigitalequity,highlighEngitintheDistricts
20132016TechnologyPlan.Thehighschoolis
alreadyaonetoonedeviceperstudent
environment;thedistrictisextendingthistomiddle
andelementaryschools.StudentstakehomeiPads
andChromebooks,sooutsideofschoolaccessis
key.StrategiesidenEedtoaddressdigitalequity
include:allowingcomputerlabsaccessbefore/aqer
school,andworkingwiththePublicLibraryto
providecommunityaccessandliteracyprograms.
AnotherkeystrategyhasbeenWiFiupgradesat
schoolcampusesandotherpublicbuildingsthat
havehighincidenceofstudentuse.Thedistrictalso
disseminatestostudentsandstaalistoffree
aqerschoolInternetaccesslocaEons.
TheywerealsoveryaggressiveinmakingComcasts
InternetEssenEalsavailabletoschoolluncheligible
households.Thecommunityusedsomeofthecable
feesitreceivedduetoitslicensetoComcastto
subsidizethat$9.95monthlycost.
PaulDakin,SuperintendentofReverePublic
Schools,talkedaboutthiseort,whichalso
remindedRevereMayorDanielRizzoofReveres

Digital Equity Action Toolkit

GetYourBusinessOnline,whichusedstudentstohelp
localbusinessesgetonline.Watchthevideo.
Whiletheseprogramsplayacriticallyimportantrolein
enablingyouthandeducatorstoconnectinthehome,
theymaynotbethemostidealsolutionsforstudents
whospendtimeinmultiplehomes,someofwhichmay
notpossessahomeInternetsubscription.Companies
committoofferingsuchbroadbanddiscountsfora
limitedtime,andrestrictionscanexist.Readthefine
printbeforebecomingapromotionpartner.
InChattanooga,Tenn.,thecitysworldrenowned
highspeedgigabitInternetprovider,EPB,has
createdasubsidizedofferingforhouseholdswith
childrenwhoqualifyforfreeorreducedlunch.In
2015,theybeganofferinglowincomehouseholds
100megabitpersecondInternet(billedasthe
nationsfastest)forjust$26.99amonth,lessthan
halftheirnormalrate(readnewsarticle).
TechGoesHomeChattanooga(TGHCHA),aninitiative
oftheEnterpriseCenter,aneconomicdevelopment
organization,workscloselywiththeschooldistricton
thisandothereffortstosupportlowincomeresidents
withreducedcostofferings.Partneringwithschools,
publiclibraries,churches,nonprofits,andother
organizations,theyalsoofferfreecoursesdesignedto
helpresidentsdevelopskillsandhabitsrequiredfor
smarttechnologyandInternetuse.Participants
receivefifteenhoursofclassroomtrainingtohelp
themunderstandwhytheInternetisrelevantintheir
dailylives,earntheoptiontopurchaseanew
Chromebookforonly$50,andgetassistancein
obtainingaccesstolowcosthomeInternet.TGHCHA
ismodeledafterthenational,awardwinningTech
GoesHomeprogram.FoundedinBoston,TechGoes

Page 15

School districts and universities sometimes own educational broadcast spectrum,

dating back to when educational television was broadcast to the community.

Homehassuccessfullyprovidedparticipantswiththe
tools,educationandaccessrequiredfor21stcentury
skillsdevelopmentsince1999.

Pro/Con:
Engageslocalprovidersindevisingdigitalequity
soluEons
DuraEonofoeringsuncertain
Researchshowsthatfewfamiliessignupforthis
typeofservice

Approach5:RepurposeEduca,onalSpectrum

RepurposingEducationalBroadbandService(EBS)
spectrumisoneofthemostambitiousand
innovativeapproachesschooldistrictsarenow
employinginpursuingdigitalequity.Oneofthe
largestspectrumsFCCallocatedforadvanced
wirelessservicesintheU.S.,theEBSbandislicensed
withindefinedgeographicserviceareas(GSAs)to
educationalinstitutions,andnonprofitentitieswith
educationalmissions.GSAforatypicalEBSlicense
extendsinacircle35milesoutfromacentralpoint
withinthemarket.Bandwidthis22.5megahertz
(MHz)pertypicalchannelgroup/license.Thereare
fiveEBSchannelgrouplicensesineachmarketarea
foratotalof112.5MHzofEBSspectrumpermarket
area.Foradditionalbackgroundandtechnical
information,visitEBSspectrum.org.

Digital Equity Action Toolkit

LEADERS&INNOVATORS
AlbemarleCountyPublicSchools(ACPS)inVirginia
isundertakingaveryimpressiveiniEaEvetouElize
EBSforhomeconnecEvity.ACPSspans726square
milesatthefoothillsoftheBlueRidgeMountains,
includingCharloMesville,Virginia.Geographically
diverse,itiscomprisedofurbanandrural
communiEeswithpocketsofpovertyandlowlevels
ofbothbroadbandadopEonandaccess.According
totheNaEonalDigitalInclusionAlliance,broadband
isnotavailablethrougheithercableorcommercial
4Gcellularserviceinthedistrictsruralareas.
Abouttwoyearsago,CTOVincentScheivert
discoveredthatACPSownededucaEonalbroadcast
spectrum(EBS)licenses.Schooldistrictsand
universiEessomeEmesownthese,daEngbackto
wheneducaEonaltelevisionwasbroadcasttothe
community.Theschooldistricthadleasedtheirsout
foryears.Scheivertrecognizedthatthiscouldbring
communitybroadbandtostudentslivinginpoor
communiEesandremoteareaswithoutacurrent
broadbandprovider.Aqerregisteringthespectrum
withtheFCC,theybeganatestofconcept.First,
theystartedsmallusingthe2.5Gigahertzspectrum
withmountedantennasonschoolbuildings.The
collaboraEveeortincludedpartnershipswithlocal
policeandreagencies.
Overaneightmilearea,thepilotsuccessfully
providedbandwidthspeedsaveraging13Megabits
persecond(moderatelyfast)tounservedfamilies.
Thiswasimportant,andyet,uncertainbecausethe
2.5Gigahertzspectrum(consideredtrue
broadband)doesnttypicallydowellindenselybuilt

Page 16

In mesh networks, any point, or node, in the network can talk to any other node,
similar to how humans network.

areas.AqertheiniEalposiEveresults,ACPS
extendedtheLTEnetworktostudentslivinginlow
tomediumincomeremoteareasandisworkingon
aresidenEalpilotwithpublichousingagencies.
WithaddiEonalnancialsupport,thedistrictplans
toextendthisWiFi/spectrumusagetoall
students.Theprojectcurrentlyremainsaproofof
conceptavailableonlytofamiliesincertainmostly
underservedgeographicareas.Expandedservice
wouldoccurwithina35yearperiod.Theyve
appealedtotheFCCforawaiverallowinguseofE
ratefundstoaddressoutsidetheschooldigital
equity.Thedecisionispending.

Pro/Con:
Leveraginganunderutilizedresource(EBSlicenses)
forconsiderablegeographicreachacrossadistrict
Startupcostsmaybesignicantforsome
districtsandrequiretechnicalsophisEcaEon

Approach6:CreateaMeshNetwork
Communitymeshnetworksoerimportantlessons
forschooldistrictsreadytoreallyinnovate,and
thoseseekingahighlevelofselfdeterminaEonand
sharedcommunityownershipofdigitalequity
soluEons.Therearemanydierenttypesof
networks.AccordingtoCommoEonWireless,
communitynetworksarebuiltbyacoaliEonof
communityanchorinsEtuEons,communitybased

Digital Equity Action Toolkit

organizaEons,municipalrepresentaEves,and
individualsworkingtogethertoplan,design,and
deployanetwork.Ownershipandmanagement
duEesaredistributedamongthecommunity.
Digitalstewardsarecommunitymembersthattake
careofthenetwork.Mosteverydaynetworkswith
whichweinteractarebasedonahubandspoke
model.Incontrast,inmeshnetworks,anypoint,or
node,inthenetworkcantalktoanyothernode,
similartohowhumansnetwork.Readmoreabout
thisbasicdeniEonandhowtocreateamesh
networkintheCommoEonConstrucEonKit.

LEADERS&INNOVATORS
AveryexciEngeorttoleveragemeshnetworking
foroutofschoolInternetaccessisunderwayin
BeaufortCounty,S.C.,whereSuperintendent
JereyMossandChiefInstrucEonalServicesOcer
DereckRhoadsareworkingwiththeircounty
governmenttocreatesuchanetwork.Theirgoalis
tocreateubiquitousoutsideofschoolaccess.
Awirelessmeshnetwork(WMN)connectswireless
accesspointsinstalledateachnetworkuser'slocale.
Eachnetworkuserisalsoaprovider,forwarding
datatothenextnode.Theinfrastructureis
decentralizedandsimpliedbecauseeachnode
needonlytransmitasfarasthenext.Wirelessmesh
networkingcouldallowpeoplelivinginremote
areasandsmallbusinessesoperaEnginrural
neighborhoodstoconnecttheirnetworkstogether
foraordableInternetconnecEons.

Page 17

School districts exploring ways to build local capacity for digital equity initiatives, and
wishing to deepen their knowledge, will find these entities to be a great source of support.

Toclosethehomeworkgap,BeaufortCountyis
consideringWMN,weighingcost/benetsofeachof
theiropEons.AnalizeddecisionforWMNin
BeaufortCountyisplannedforearly2016.The
countyeortisconsideredaneconomic
developmentproject.Thecoastalcountyisaprime
touristdesEnaEonwithHiltonHead,PointRoyal,
andotherbeauEfulbeachesnearby.Thecountyand
schooldistrictplantoprovidefreecommunityWiFi
viatheWMNwhilechargingtouristsforsimilar
access.CriEcsmaysayWMNsdistractfrom
providinghomegiglevelaccess,butitis
nonethelessyetanotheropEonforaddressing
digitalequity.

Pro/Con:
SignicantselfdeterminaEonindevelopment
anduseofnetwork
Somestartupcosts
DoesntprovidehomegigabitconnecEvity

4.CaseStudies:
SchoolDistrictLeaders&
Innovators
ThecasestudiesbelowdetailhowcommuniEes
haveinsEtuEonalizedeortstomakedigitalequity
foroutofschoollearningalasEngpriority:
Nashville,TNGovernment,educaEon,business,
andcommunityleaderscollaborateforsuccess.

Provo,UTGetngtodigitalequityinagigabit
city.
Revere,MAAnexemplarypartnershipbetween
amayorandsuperintendent.
Beaufort,SCAcommunityworkstogetherto
createameshnetwork.
CharloMeMecklenburg,NCAdistrictenactsa
boldinsideandoutsideofschooldigitalequity
strategy.
ChaManooga,TNAsuperfastInternetcityhelps
itslowerincomeparentsandstudentsstayupto
speedwithskillsandservice.
AddiEonalcasestudiesFurtherexplorestories
ofdigitalequitysuccess.

Digital Equity Action Toolkit

Page 18

A good survey will begin to uncover and profile in some detail the nature of the
challenges to out-of-school Internet access that your students may experience.

5.WhatsontheHorizon?
Severalini,a,vesunderwaywithinthefederal
governmentandthroughnonprotorganizaEons
holdgreatpromiseinhelpingschoolstoadvance
theirdigitalequityinterests.Schooldistricts
exploringwaystobuildlocalcapacityfordigital
equityiniEaEves,andwishingtodeepentheir
knowledgeofwhatothercommuniEesacrossthe
countryaredoing,willndtheseenEEestobea
greatsourceofsupport:
BroadbandOpportunityCouncil.OnMarch23,
2015,PresidentObamasignedamemorandum
creatingtheBroadbandOpportunityCouncil.
Including25federalagenciesanddepartments,
theCouncilwillengagewithindustryandother
stakeholderstounderstandwaystheExecutive
Branchcanbemoreresponsivetotheneedsof
communitiesseekingbroadbandinvestment.
Theywillalsoidentifyandrecommendstepsto
removeregulatorybarrierswhichundulyimpede
broadbanddeployment,adoptionorcompetition.
OnSeptember21,2015,theWhiteHouse
releasedareportchroniclingtheCouncilswork
todateandincludesspecificactionitemsforeach
agency.Nearly$7.5billioninfederalbroadband
networkinvestmentshavebeenmadeavailable
toconnectunderservedareas.

FCCLifelineProgramModerniza,on.Supportersof
increasingbroadbandaccessforallstudents
advocatefortheexpansionoftheFCCsLifeline
program,whichservesmillionsofhouseholdswith
discountedmonthlytelephoneservice,toinclude

Digital Equity Action Toolkit

broadbandInternetconnecEvity.Iftheprogram
changestoallowlowincomefamiliestochoose
betweenabasicphoneandbroadbandathome,
schoolsystemsshouldfamiliarizethemselveswith
thisprogramtoeducateeligiblefamiliesonthe
benetsbroadbandprovidesforlearningathome.
NextCenturyCi,es.Acrossthecountry,mayorsand
localocialsarealreadyrecognizingthe
importanceofleveraginggigabitlevelInternetto
aMractnewbusinessesandcreatejobs,improve
healthcareandeducaEon,andconnectresidentsto
newopportuniEes.NextCenturyCiEesiscommiMed
togetngmayorstotakeapledgetobeingagigabit
city.Thentheycelebratethesesuccesses,
demonstraEngtheirvalue,andhelpingotherciEes
torealizethefullpoweroftrulyhighspeed,
aordable,andaccessiblebroadband.
Na,onalDigitalInclusionAlliance.TheNaEonal
DigitalInclusionAllianceisauniedvoiceforlocal
technologytraining,homebroadbandaccessand
publicbroadbandaccessprograms.Theywork
collaboraEvelytocraq,idenEfyanddisseminate
nancialandoperaEonalresourcesfordigital
inclusionprogramswhileservingasabridgeto
policymakersandthegeneralpublic.

Page 19

Appendix1:SampleOut
ofSchoolConnec,vity
Survey
Thestudentandparentsurveyitemsonthe
followingpagescanbeusedbythedistrictoratthe
schoolleveltogivecontexttothesocalled
homeworkgapinyourcommunity.Agoodsurvey
willbegintouncoverandproleinsomedetailthe
natureofthechallengestooutofschoolInternet
accessthatyourstudents,andparents/guardians,
mayexperience.Minimally,asurveyshouldaddress
devices,placesandspeed(seepage6).
BelowaretemplatesintendedasastarEngpoint;
customizeoralterthemtosuityoursituaEon.
Forexample,ifadistricthasalreadydecidedto
sendChromebookshomewithstudents,theparent
surveymightask,Ifyourchildisassigneda
Chromebookbyhis/herschool,whatop=onsexistto
connectthatdevicetotheInternetusingWiFiin
yourhome?

Digital Equity Action Toolkit

Page 20

StudentSurvey:
Whattypeoftechnologydoyouuseathome?
(Checkallthatapply)
oDesktopPC
oLaptop
oiPad
oAndroidtablet
oKindleorNook
oChromebook
oSmartphone
oNone
oOther(pleasespecify)
HowdoyouaccesstheInternetathome?
oBroadband(throughacablecompany
hotspot)
oDSL(throughthephonecompany)
oDialUp(mustconnectviaphonedial)
oCellularservice
oNoInternetaccess
Areyouabletoaccessandoruseyourdevice
todoschoolwork?
oIcantusemydeviceathome
oLimitedaccess12hours
oMediumaccess34hours
oUnlimitedaccess

Whatschoolrelatedac,vi,esdoyoudoon
yourdevice?
oReading
oWriEng
oMath
oProjects/PresentaEons
oResearch
oOther(Pleasespecify)
Overall,howcomfortableareyouusingyour
deviceforschoolwork?
oNotatallcomfortable
oNotverycomfortable
oSomewhatcomfortable
oVeryComfortable
Whatotherac,vi,esdoyouuseyourdevice
for?
oSocialMedia(e.g.,TwiMer,Instagram,
Snapchat,etc.)
oGames
oMusic
oMovies
oDigitalArt
oMedia(e.g.,onlinemagazines,TV
shows,etc.)
oOther(Pleasespecify)
(studentsurveycon=nuednextpage)

Digital Equity Action Toolkit

Page 21

(studentsurveycon=nued)
DoyouusetheInternettocompleteyour
schoolworkoutsideofschool?
oNever
oSomeEmes
oOqen
oAlways
Howmanyothermembersofthehousehold
sharethedeviceyouprimarilyusefor
schoolwork?
o1
o2
o3
o4
o5+
Doyouuseyourpersonaldevicewhileat
school?
oYes
oNo
Whatotherplacesinyourcommunitydoyou
usetoaccesstheInternet?
oLibrary
oCommercialBusiness(e.g.,coee
shop,restaurants,etc.)
oAFriendsHouse
oAFamilyMembersHouse
oPlaceofWorship
oOther(PleaseSpecify)

Digital Equity Action Toolkit

Whatistheconnec,onspeedthatyouneed,
toengageinanywhere,any,melearning?
oModerate.Enoughtogetonline,
checkin,andcomfortablybrowsethe
web.
oFast.Enoughtosmoothlystream
video,quicklydownloadlargeles,etc.
oLightningspeeds.Fastestpossible
connecEonforallsortsofprojects.
Doyouhaveaccesstothisconnec,onspeedin
yourhome?
oYes
oNo
oMostoftheEme,butnotalways
oSomeEmes,butnotenough
oOthersituaEon(explain)
Doyouhaveaccesstothisconnec,onspeedin
otherplacesinthecommunitywhereyoudo
schoolwork?
oYes
oNo
oMostoftheEme,butnotalways
oSomeEmes,butnotenough
oOthersituaEon(explain)

Page 22

ParentSurvey:
Whattypeoftechnologydoyouuseathome?
oDesktopPC
oLaptop
oiPad
oAndroidtablet
oKindle
oChromebook
oOther(pleasespecify)
Howmanydevicesarebeingusedinthe
household?
o1
o2
o3
o4
o5+
HowdoyouaccesstheInternetathome?
oBroadband(viacablevendorhotspot)
oDSL(throughphonecompany)
oDialUp(mustconnectviaphonedial)
oCellularservice
oNoInternetaccess
Howohendoyouuseyourhomedevicefor
personaluse(e.g.,business,billpay,etc.)?
oGenerallydontusecomputerathome
oLimitedaccess12hours
oMediumaccess34hours
oUnlimitedaccess

Overall,howcomfortableareyouusingyourhome
device?
oNotatallcomfortable
oNotverycomfortable
oSomewhatcomfortable
oVeryComfortable
Howmanyothermembersofthehouseholdshare
thedevice(s)?
o1
o2
o3
o4
o5+
Ifyouhaveasmartphoneormobilebroadband
modem,whoisyourServiceProviderfortheData
Plan?
oAT&T
oVerizon
oSprint
oTMobile
oKajeet
oUSCellular
oOther(pleasespecify)
Wouldyoubewillingtoallowyourchildtouse
personaldeviceinschoolifitwerepartofthe
curriculum?
oYes(pleaseexplain)
oNo(pleaseexplain)
(parentsurveycon=nuednextpage)

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(parentsurveycon=nued)
Whatistheconnec,onspeedthatyouneedfor
yourchildtostayconnectedtolearningand
school,andforyoutostayconnectedtotheir
school?
oModerate.Enoughtogetonline,checkin,
andcomfortablybrowsetheweb.
oFast.Enoughtosmoothlystreamvideo,
quicklydownloadlargeles,etc.
oLightningspeeds.Fastestpossible
connecEonforallsortsofprojectsand
acEviEes.
Doyouhaveaccesstothisconnec,onspeedin
yourhome?
oYes
oNo
oMostoftheEme,butnotalways
oSomeEmes,butnotenough
oOthersituaEon(explain)
Doyouoryourchildhaveaccesstothisconnec,on
speedinotherplacesinthecommunitywhereyou
goorwhereyourchilddoesschoolwork?
oYes
oNo
oMostoftheEme,butnotalways
oSomeEmes,butnotenough
oOthersituaEon(explain)

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Appendix2:Research&
Resources
ResearchandresourcesbyFridayInsEtute.
DigitalEquity
Warschauer,M.,&Matuchniak,T.(2010).New
technologyanddigitalworlds:Analyzingevidenceof
equityinaccess,use,andoutcomes.Reviewof
ResearchinEducation,34(1),179225.
Gorski,P.C.(2009).Insistingondigitalequity
reframingthedominantdiscourseonmulticultural
educationandtechnology.UrbanEducation,44(3),
348364.
Becker,J.D.(2007).Digitalequityineducation:A
Multilevelexaminationofdifferencesinand
relationshipsbetweencomputeraccess,computer
useandstateleveltechnologypolicies.Education
policyanalysisarchives,15,3.
Warschauer,M.,Knobel,M.,&Stone,L.(2004).
Technologyandequityinschooling:Deconstructing
thedigitaldivide.EducationalPolicy,18(4),562588.
Judge,S.,Puckett,K.,&Cabuk,B.(2004).Digital
Equity:NewFindingsfromtheEarlyChildhood
LongitudinalStudy*.JournalofResearchon
TechnologyinEducation,36(4),383396.
Solomon,G.(2002).DigitalEquity:It'sNotJustabout
AccessAnymore.Technology&Learning,22(9).

Digital Equity Action Toolkit

DigitalLiteracy
Hohlfeld,T.N.,Ritzhaupt,A.D.,Barron,A.E.,&
Kemker,K.(2008).Examiningthedigitaldividein
K12publicschools:FouryeartrendsforsupporEng
ICTliteracyinFlorida.Computers&Educa=on,
51(4),16481663.
Resta,P.,&Laferrire,T.(2008).Issuesand
challengesrelatedtodigitalequity.InInterna=onal
handbookofinforma=ontechnologyinprimaryand
secondaryeduca=on(pp.765778).SpringerUS.
Gorski,P.(2005).EducaEonequityandthedigital
divide.AACEJournal,13(1),345.
Warschauer,M.(2004).Technologyandsocial
inclusion:Rethinkingthedigitaldivide.MITpress.
CommunityEngagement
VanDijk,J.A.(2006).Digitaldivideresearch,
achievementsandshortcomings.Poe=cs,34(4),
221235.
Warschauer,M.(2002).Reconceptualizingthe
digitaldivide.Firstmonday,7(7).
Norris,P.(2001).Digitaldivide:Civicengagement,
informa=onpoverty,andtheInternetworldwide.
CambridgeUniversityPress.
HargiMai,E.(2001).SecondLevelDigitalDivide:
MappingDierencesinPeople'sOnlineSkills.arXiv
preprintcs/0109068.

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DigitalInclusion
Jaeger,P.T.,Bertot,J.C.,Thompson,K.M.,Katz,S.
M.,&DeCoster,E.J.(2012).TheintersecEonof
publicpolicyandpublicaccess:Digitaldivides,
digitalliteracy,digitalinclusion,andpubliclibraries.
Publiclibraryquarterly,31(1),120.
Salinas,A.,&Snchez,J.(2009).Digitalinclusionin
Chile:Internetinruralschools.Interna=onalJournal
ofEduca=onalDevelopment,29(6),573582.
Livingstone,S.,&Helsper,E.(2007).GradaEonsin
digitalinclusion:children,youngpeopleandthe
digitaldivide.Newmedia&society,9(4),671696.
Selwyn,N.,&Facer,K.(2007).Beyondthedigital
divide:Rethinkingdigitalinclusionforthe21st
century.
PinkeM,R.D.(2000,April).Bridgingthedigital
divide:SocioculturalconstrucEonismandanasset
basedapproachtocommunitytechnologyand
communitybuilding.In81stAnnualMee=ngofthe
AmericanEduca=onalResearchAssocia=on(AERA),
NewOrleans,LA(pp.2428).

Acknowledgements
WethankFoundingSponsorsKajeet,Dell,
Qualcomm,andGoogleFiberforthesupportthat
madethisiniEaEvepossible.
AnneSchwiegerdidtheiniEalworkonthetoolkit.
VictorRiveroprovidedediEnganddesignforthe
document.
Manyindividualshavemadethisimportantworkon
DigitalEquitybyCoSNpossible.CoSNgratefully
acknowledgesthefollowingindividualsfortheirmany
contribuEonstomakingthisiniEaEveasuccess:
AnnCoulter,CoulterConsulEng
SusanCrawford,Professor,HarvardLawSchool
PaulDakin,RetiredSuperintendent,Revere
PublicSchools,MA
ChrisDede,Professor,HarvardGraduateSchool
ofEducation
DianeW.Doersch,ChiefTechnology&InformaEon
Ocer,GreenBayAreaPublicSchools,WI
MichaelFlood,VPStrategy,Kajeet
AdamGarry,Director,EducaEonStrategy,Dell
LauraHansen,DirectorofInformation
ManagementandDecisionSupport,Metropolitan
NashvillePublicSchools
KenHays,President&CEO,EnterpriseCenter,
ChaManooga,TN

Digital Equity Action Toolkit

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JohnHorrigan,SeniorResearcher,PewResearch
Center
DeborahKarcher,CIO,MiamiDadeSchoolDistrict,FL
CrosbyKemper,Librarian,KansasCityPublic

JessicaRosenworcel,Commissioner,Federal
CommunicaEonsCommission
AnneSchwieger,Consultant,MA
VincentScheivert,CTO,AlbemarleCountyPublic

Library,MO
EricKlopfer,Professor,MIT
ZachLeverenz,CEO,EveryoneOn
DeniseLim,formerPolicyResearcher,Harvard
KennedySchool

Schools,VA
AngelaSiefer,Director,NationalDigital
InclusionAlliance
SteveSmith,CIO,CambridgePublicSchools,MA
DebSocia,ExecuEveDirector,NextCenturyCiEes

PamLloyd,VicePresident,GCI
KellyMcCarthy,TechGoesHomeChaManooga,
EnterpriseCenter,TN
VickiMealerBurke,VicePresident,Education,
Qualcomm

EricaSwanson,Head,CommunityImpactPrograms,
GoogleFiber
ValerieTruesdale,ChiefofTechnology,
PersonalizaEonandEngagement,CharloMe
MecklenburgSchools,NC

AndrewMoore,CIO,BoulderValleySchoolDistrict,CO
JereyMoss,Superintendent,BeaufortCounty
SchoolDistrict,SD
LoriQuillen,ProgramOcer,BenwoodFoundaEon
JohnPhillips,ManagingDirector,StrategyGlobal

DevinVodicka,Superintendent,VistaUniedSchool
District,CA
AlissonWalsh,CommunicaEons,Outreach
Manager,MobileBeacon
JohnWindhausen,ExecuEveDirector,Schools,

EducaEon,State&LocalGovernmentPracEce,Dell
KeriRandolph,VP,Learning&DirectoroftheSTEM
InnovaEonHubforPublicEducaEonFoundaEon,TN
DereckRhoads,ChiefInstrucEonalServicesOcer,
BeaufortCountySchoolDistrict,SD

Health,LibrariesBroadbandCoaliEon

KeithC.Rilel,Superintendent,ProvoCitySchool
District,UT
DanRizzo,Mayor,Revere,MA

Digital Equity Action Toolkit

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CoSN (Consortium for School Networking)

1025 Vermont Avenue, NW, Suite 1010
Washington, DC 20005
202.861.2672
info@CoSN.org
www.cosn.org

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