ERIC Number: ED672482
Record Type: Non-Journal
Publication Date: 2024-Dec
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Funding the Digital Divide? How School District Financing for Educational Technology Changed during the COVID-19 Pandemic. EdWorkingPaper No. 24-998
David S. Knight; Pooya Almasi; Bre Urness-Straight; Hilary Loeb
Annenberg Institute for School Reform at Brown University
School finance inequities are a key driver of disparities in educational outcomes. Higher per-pupil funding levels allow schools to provide more qualified educators, smaller class sizes, and high-quality physical resources such as modern instructional technology. We study how Washington state school districts generate and allocate funding for instructional technology, and how that changed during the COVID-19 pandemic. We find districts use state funding but rely most heavily on local levies, creating economic and racial disparities in access to educational technology. Federal stimulus funds allowed districts to increase expenditures on technology, and states may need to take steps to ensure those investments are supported as stimulus funding expires.
Descriptors: Access to Computers, Disadvantaged, Educational Finance, School Districts, Educational Technology, COVID-19, Pandemics, State Aid, Socioeconomic Influences, Racial Differences, Federal Aid, Low Income Students, Minority Group Students, Taxes, Income
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: United States; Washington
Grant or Contract Numbers: N/A
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