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ERIC Number: ED511763
Record Type: Non-Journal
Publication Date: 2010-Jun
Pages: 48
Abstractor: As Provided
Reference Count: 28
Scaling the Digital Divide: Home Computer Technology and Student Achievement. Working Paper 48
Vigdor, Jacob L.; Ladd, Helen F.
National Center for Analysis of Longitudinal Data in Education Research
Does differential access to computer technology at home compound the educational disparities between rich and poor? Would a program of government provision of computers to early secondary school students reduce these disparities? The authors use administrative data on North Carolina public school students to corroborate earlier surveys that document broad racial and socioeconomic gaps in home computer access and use. Using within-student variation in home computer access, and across-ZIP code variation in the timing of the introduction of high-speed internet service, the authors demonstrate that the introduction of home computer technology is associated with modest but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps. Coefficients on Time-Invariant Student Covariates, Across-Student Specifications is appended. (Contains 8 tables, 3 figures, and 34 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: William T. Grant Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305A060067