@article{THESIS,
      recid = {3779},
      author = {Kang, Jiayu},
      title = {Impacts of Free Internet Access on Engagement and  Achievement among Non-Digital Learners During the COVID-19  Pandemic: Evidence from the Chicago Connected Program},
      publisher = {University of Chicago},
      school = {M.A.},
      address = {2022-06},
      number = {THESIS},
      abstract = {In 2020, school closure due to the COVID-19 pandemic  necessitated the increased usage of technology to allow  students to continue their education in a distant learning  environment, raising further attention to digital  inequality and its consequences on students’ educational  experiences and outcomes. Due to the lack of digital access  or other unfavorable circumstances, non-digital learners –  students who were not able to engage in remote learning at  the beginning of the abrupt school closure – in Chicago  Public Schools (CPS) used paper-based learning materials  during Spring 2020, instead of learning online like their  peers did. To address the digital divide, the Chicago  Connected (CC) program has provided free high-speed  Internet connection to eligible CPS students since June,  2020. Using CPS administrative data, this study examined  the take up and effectiveness of CC among non-digital  learners. While black students and students experiencing  higher levels of economic hardship were overrepresented  among non-digital learners, Hispanic, LEP, and homeless  students among them were more likely to take up CC. Using  multiple statistical models, this study also found that  taking up CC had insignificant impacts on attendance and  grades in the fall semester following its implementation  after controlling for student characteristics and  performance during Spring 2020. Potential reasons for null  effects were discussed, and the results may indicate that  researchers, policymakers, and practitioners need to  understand the underlying social problems beyond the  physical digital divide, and strategies targeting the needs  of non-digital learners should be integrated to address the  gaps in learning outcomes.},
      url = {http://knowledge.uchicago.edu/record/3779},
      doi = {https://doi.org/10.6082/uchicago.3779},
}