The pattern of digital access and homework is important to understand. For example, without internet access at home, students are not likely to have internet at school. Without internet at school, students are unlikely to have internet access at home. These two conditions are highly correlated. However, students are likely to have internet access at school if they have internet access at home. Given this pattern, it is not surprising that only about half of eighth graders had internet access at home even if they had internet access at school. In contrast, approximately three-quarters of students had internet access at school even if they had no internet access at home.38
The distribution of eighth graders with access to digital devices at home and at school by student poverty status is shown in Figure E. Our categorization of students by poverty status is based on eligibility for the federal free or reduced-price lunch program. We use this proxy for poverty status because we cannot directly measure household income. About two-thirds of students (68.9%) were considered to be from low-income families, while only one-fourth of students (25.2%) were considered to be from high-income families. (We calculate a poverty rate, defined as the percentage of students who would be in poverty if their family income was at the federal poverty level, because it is a widely used indicator of student poverty. The 2017 poverty rate for students in eighth grade was 20.2% - see Table A .)
Table D: 2017 National Assessment of Educational Progress: Percentage of eighth grade students whose families own and have access to the following Internet-related devices
Even more importantly, the access to the internet at home for school-related purposes is not universal. Only about half of non-poor eighth graders (54%) and about one-quarter of poor eighth graders (25.8%) reported that they had any experience using the internet at home for school-related purposes. Moreover, only a little more than half (54.8%) of non-poor eighth graders had experience using the internet frequently for school-related purposes at home, while just over two-thirds (66.3%) of poor eighth graders had such experience. This lack of internet access suggests that some students are not using the internet at home at all for school-related purposes.
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