Sec. 1019. Report on student home access to digital learning resources
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Not later than 18 months after the date of enactment of this Act, the Director of the Institute of Education Sciences, in consultation with relevant Federal agencies, shall complete a national study on the educational trends and behaviors associated with access to digital learning resources outside of the classroom, which shall include analysis of extant data and new surveys about students and teachers that provide— a description of the various locations from which students access the Internet and digital learning resources outside of the classroom, including through an after-school or summer program, a library, and at home; a description of the various devices and technology through which students access the Internet and digital learning resources outside of the classroom, including through a computer or mobile device; data associated with the number of students who lack home Internet access, disaggregated by— each of the categories of students, as defined in section 1111(b)(3)(A) of the Elementary and Secondary Education Act of 1965; homeless students and children or youth in foster care; and students in geographically diverse areas, including urban, suburban, and rural areas; data associated with the barriers to students acquiring home Internet access; data associated with the proportion of educators who assign homework or implement innovative learning models that require or are substantially augmented by a student having home Internet access and the frequency of the need for such access; a description of the learning behaviors associated with students who lack home Internet access, including— student participation in the classroom, including the ability to complete homework and participate in innovative learning models; student engagement, through such measures as attendance rates and chronic absenteeism; and a student’s ability to apply for employment, postsecondary education, and financial aid programs; an analysis of the how a student’s lack of home Internet access impacts the instructional practice of educators, including— the extent to which educators alter instructional methods, resources, homework assignments, and curriculum in order to accommodate differing levels of home Internet access; and strategies employed by educators, school leaders, and administrators to address the differing levels of home Internet access among students; and a description of the ways in which State educational agencies, local educational agencies, schools, and other entities, including through partnerships, have developed effective means to provide students with Internet access outside of the school day.
The Director of the Institute of Education Sciences shall widely disseminate the findings of the study under this section— in a timely fashion; in a form that is understandable, easily accessible, and publicly available and usable, or adaptable for use in, the improvement of educational practice; through electronic transfer and other means, such as posting, as available, to the website of the Institute of Education Sciences, or the Department of Education; and to all State educational agencies and other recipients of funds under part D of title IV of the Elementary and Secondary Education Act of 1965.
In this section, the term digital learning — has the meaning given the term in section 5702 of the Elementary and Secondary Education Act of 1965; and includes an educational practice that effectively uses technology to strengthen a student’s learning experience within and outside of the classroom and at home, which may include the use of digital learning content, video, software, and other resources that may be developed, as the Secretary of Education may determine.