In an EdWorkingPaper released by the Annenberg Institute at Brown University, researchers examined the impact of broadband expansion on student engagement and achievement during the COVID-19 pandemic. The study analyzed the Chicago Connected initiative, which provided free high-speed internet access to thousands of K-12 students in Chicago Public Schools. Using a quasi-experimental design, the researchers investigated whether improved internet access helped bridge educational disparities or exacerbated existing inequalities. They found evidence that high-achieving students benefited academically from broadband access, while lower-achieving students experienced declines in engagement and performance.
The study revealed that students with high pre-pandemic GPAs experienced increased remote learning engagement and higher academic performance after gaining broadband access. However, students with lower pre-pandemic achievement exhibited decreased engagement and lower GPAs, suggesting that access to technology alone did not improve learning outcomes for all students. The researchers attribute this divergence to how students used technology. High-achieving students were more likely to use digital tools for academic purposes, while lower-achieving students faced greater distractions from non-educational content such as social media and gaming. The findings remained consistent even after schools resumed in-person instruction, indicating that broadband access had lasting effects on student performance.
These results highlight the complex relationship between technology access and educational equity. While initiatives like Chicago Connected are necessary to reduce digital divides, the study emphasizes that broadband expansion must be paired with targeted supports to ensure that lower-achieving students can benefit. The researchers recommend integrating structured digital literacy programs, academic coaching, and parental guidance to help students navigate online learning effectively. Without such interventions, increased access to technology could unintentionally widen educational disparities rather than closing them.
Source (Open Access): Schachner, Jared N., Marwell, Nicole P., Torre, Marisa de la, Gwynne, Julia A., & Allensworth, Elaine. (2025). Heterogeneous Effects of Closing the Digital Divide During COVID-19 on Student Engagement and Achievement. (EdWorkingPaper: 25 -115) Retrieved from Annenberg Institute at Brown University: Retrieved from Annenberg Institute at Brown University. https://doi.org/10.26300/VCTS-8Q53