Not all students are set up for online learning, and students who are poor have less access to key tools: Share of eighth-graders with access to online learning, by income level and tool, 2017
| All students | 95.8% |
|---|---|
| Non-poor | 98.4% |
| Poor | 93.0% |
| All students | 84.4% |
| Non-poor | 92.3% |
| Poor | 76.3% |
| All students | 76.3% |
| Non-poor | 81.8% |
| Poor | 70.6% |
| All students | 51.3% |
| Non-poor | 56.1% |
| Poor | 46.4% |
| All students | 43.4% |
| Non-poor | 45.0% |
| Poor | 41.7% |
| All students | 69.2% |
| Non-poor | 71.4% |
| Poor | 66.8% |
| All students | 32.5% |
| Non-poor | 32.5% |
| Poor | 32.6% |
| All students | 19.3% |
| Non-poor | 18.3% |
| Poor | 20.3% |
Notes: Poor students are students eligible for the federal free or reduced-price lunch programs. Non-poor students are students who are ineligible for those programs. Frequent use of internet at home for homework means every day or almost every day. Students’ teachers were either “already proficient” in, “have not” received training in, or “had received training” in “software applications” and “integrating computers into instruction” in the last two years.
Source: 2017 National Assessment of Educational Progress (NAEP), eighth-grade reading sample microdata from the U.S. Department of Education’s National Center for Education Statistics. Chart adapted from Figure D in García, Weiss, and Engdahl 2020.