The document draws on input and data from state education and technology leaders, along with researchers, nonprofit entities, industry representatives, and K-12 students and teachers. It aims to help state and federal leaders figure out how to replace pandemic-era dollars with more sustainable funding for K-12 digital access, according to SETDA Executive Director Julia Fallon.
The 59-page report, released Tuesday, posits that universal connectivity, even outside school grounds, is essential for effective education. To make it a reality for all K-12 students, the report states that leaders must focus on permanent funding for student devices and home Internet connections; school cybersecurity and data privacy; accessibility measures for students with disabilities; and digital literacy programs for students, teachers and families.
“Universal connectivity is more than just Internet access — it’s about addressing the digital divide to ensure every student is prepared for postsecondary success,” Fallon said in a public statement. “Nearly every career pathway today demands tech literacy and digital citizenship skills — not just the jobs of tomorrow. This report provides evidence-based strategies and actionable policy recommendations to help education leaders and state and federal policymakers close the digital divide, and build sustainable systems that ensure all students thrive beyond K-12 education.”
The report recommends the National Telecommunications and Information Administration designate K-12 students a covered population under the Digital Equity Act to target funding for learners most at risk of being on the wrong side of the digital divide. It also asks policymakers to preserve the Universal Service Fund, which helps pay for telecommunications and Internet services in schools and libraries, and in rural and low-income areas.
The report proposes the reauthorization of the Elementary and Secondary Education Act too, with funding for a program called Enhancing Education Through Technology, which would allocate money specifically for the improved use of technology in education, from tech and AI literacy programs for students and teachers to more accessible tools for students with disabilities.
For the cybersecurity and data privacy that must accompany K-12 digital access, the document advises state leaders to help school IT teams come together to share information on potential cyber threats. It also stresses the need for state support to create ed-tech procurement standards schools can follow for improved cybersecurity and data privacy.
