This paper is one of a series of reports on students' access to technology. Access to technology is essential to educational success as well as workforce and community development. However, geographical, income-based, and racial/ethnic disparities in technology access persist. This "digital divide"--the gap between people who have sufficient knowledge of and access to technology and those who do not--can perpetuate and even worsen socioeconomic and other disparities for already underserved groups. The digital divide has also been referred to as the "homework gap," due to the challenges that students in technology-deficient circumstances face when trying to do their homework. This gap continues to widen as teachers incorporate internet-based learning into their daily curricula. ACT surveyed a random sample of students who took the ACT® test as part of a national administration in April 2017. Researchers asked the students numerous questions about their access to and use of technology specifically for educational activities, both at home and in school, including the number and kinds of devices they have access to, the kind and reliability of the internet connection(s) available to them, and how often they used electronic devices for school-related activities. Access to devices and internet appears to be somewhat uneven among the ACT-tested students surveyed in this study. Policy recommendations are to expand device access and internet among those who lack them, ensure students can access materials needed for school related activities via mobile technology, and improve the quality of school internet connections.