Closing the digital divide: Update from the early childhood longitudinal study

Sharon Judge, Kathleen Puckett, Sherry Mee Bell

Research output: Contribution to journalArticlepeer-review

74 Scopus citations


The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.

Original languageEnglish (US)
Pages (from-to)52-60
Number of pages9
JournalJournal of Educational Research
Issue number1
StatePublished - Sep 2006


  • Computer access in high- And low-poverty schools
  • Early childhood longitudinal study
  • Kindergarten, first-, and third-grade children

ASJC Scopus subject areas

  • Education


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