DIGITAL DIVIDE RESULTS
The following graphs provide quantitative summaries that document the digital divide that exists in Maryland Schools. The data has been compiled using the most up-to-date information currently available on technology resources in Maryland Schools as of December 2004 and data from the State's "Free and Reduced Meals Program" database (FARMS).
Each data set was plotted as a function of the percentage of students enrolled in the Free and Reduced Meal Program (% FARMS). Schools with a %FARMS greater than 70% are generally considered to be "high poverty" schools. Schools with a % FARMS less than 11% are generally considered to be "low poverty", or affluent schools.
Each survey question relating to the student use of technology had four possible answers: (1): Every day or almost every day, (2) A few times per month, (3) A few times per year, (4) Never.
Therefore, the percentages will not total to 100%.
Technology Infrastructure
The extent of Maryland's digital divide was analyzed with respect to the level of technology infrastructure present in Maryland Schools. While additional data exists and is being reviewed, two key indicators are presented here:
To review a summary of digital divide data within any Maryland School District, select the district and click "go".
| Student-to-Computer Ratio & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Percentage of Classrooms Connected to Internet & % Farms
|
| Low Poverty | % Farms | High Poverty |
Student Use of Technology
The extent of Maryland's digital divide was analyzed with respect to the level of technology use by students as estimated by each school. While additional data exists and is being reviewed, six key indicators are presented here:
| Plan, draft, proofread, revise and publish written text & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Gather information/data from a variety of sources (e.g. via Internet, World Wide Web, Online services, CD-ROM-based reference software) & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Manipulate/analyze/interpret information or data to discover relationships, generate questions, and/or reach conclusions (e.g. sorting databases or spreadsheet files, using electronic graphic organizers) & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Communicate/report information, conclusions, or results of investigations (e.g. in word processing documents, e-mail, online discussion areas, multimedia presentations, or on a web site) & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Perform measurements and collect data in investigations or lab experiments (e.g. using probes and sensors) & % Farms
|
| Low Poverty | % Farms | High Poverty |
| Remediate for basic skills (e.g. using drill and practice or tutorial software) & % Farms
|
| Low Poverty | % Farms | High Poverty |
The figure below represents a general summary of the extent of the digital divide that exists in Maryland Schools. The digital divide exists, but is less at the technology infrastructure level. The digital divide widens significantly with the progression from technology infrastructure towards effective use, application and full integration into classroom curriculum.
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