The extra money flowing from the federal government during the pandemic has made New Mexico’s districts a problem.
The pandemic has boosted internet access for students. This is because the district purchased the device with relief money. John Chadwick, digital equity coordinator for the New Mexico Department of Education, says that around 285,000 students in the state have recently had devices issued at schools.
Still, areas with limited access to the internet – especially Tribes and country lands. Overall, Chadwick estimates that around 8% of New Mexico’s K-12 students still lack the device.
But for now, it’s important to avoid losing progress.
Devices acquired by schools must be replaced every three to five years, with major federal funding programs expired. Chadwick wants to maintain digital interests and has been approaching the state legislature several times on the issue of “device updates.” However, he runs into a speed bump. For example, it’s difficult to try and provide council with accurate numbers on how much money it will require, as they don’t have easy access to that data.
That’s why Chadwick finds himself exploring imaginative options. For example, he is trying to convince him to lease schools rather than owning them – based on a creative interpretation of Old laws from the 1990s – Because he believes this will cut costs and open up state budgets. The district tells Chadwick that the cost of ownership comes from the need to install software on tens of thousands of devices. Leasing your device means that the device comes with already installed and configured software, and you can also build a refresh on your school budget, says Chadwick.
Even if New Mexico’s solutions are unique, their light form is common all over the country.
The federal government calculates it 92% of school districts We used federal relief funds to purchase EDTECH, including devices and other spending related to digital access, such as software. This has increased the number of students who have access to the Internet for learning. This is a rare perk due to the pandemic.
However, it is unclear whether these online benefits will be sustained due to federal pandemic funding. Plus, there are some signs of concern. Recent research shows that few states even have plans to help districts prevent digital access from disappearing. Furthermore, administrations fishing to re-change the federal government could further slow or reverse progress.
Tighten the strings of your wallet
The pandemic has jumped the national movement on digital equity, bringing critical infrastructure investments to the efforts, according to Ji SOO Song, director of projects and initiatives for the state education leaders’ association. and.
When schools were forced to do distance learning, access to the internet was deemed necessary.
At the time, districts were able to use federal dollars to submit lawmakers to the state legislature to show that more investment was needed in areas like K-12 students’ devices. , says Song. This has allowed more students to study, access the internet at home and at school. From broadband to devices, skills, technical support and the inclusiveness of digital tools and platforms, Song says.
But now the major federal programs that funded these investments have expired. Last year, the Emergency Connection Fund – a multi-billion dollar program, aimed to help schools switch to remote learning during the pandemic – expired. It also provided a widely used program that offered discounted internet to home families and Esser, a booster for federal relief funds that many schools spent improving digital access.
In addition to the dangers of digital access, the end of federal funding took less time, Song says.
Many schools are already tied up for income, says Weadé James, K-12 policy director at think tanks, is the American Center for Progress. Many districts have experienced budget shortages, leading to teacher layoffs and even school closures. The fundhole has gotten worse as many schools adjusted for employment and pay increases to account for less funds after the height of the pandemic, James adds.
There is a reason to think that a new reality is set.
The district told Edsurge that the loss of these funds has led to a “relentless” reevaluation of Edtech purchases made during the pandemic.
But observers say the country needs a solid plan to ensure that it is not sliding backwards, both at the state and federal level.
At this time, the majority of the state is not prepared. In fact, only 27% of states planning to maintain K-12 technology are Recent research From the State Association of Educational and Technology Directors. Known as the Universal Connectivity Order, the report shows that it is seeking universal access to the Internet for students both inside and outside the school.
The federal government plans to shut down digital divisions and ensure that all students can participate in education. It focuses on three categories of technology design, access and use. While profits are being made, access to technology still remains problematic. Some the study We discovered a racial gap that allows us to access high-speed broadband at home. It has also become the type of device that students can use. Additionally, the end of the affordable connectivity programme threatens to tear internet access, especially from 3 million households, with an additional 8.3 million being downgraded to a slower plan, Universal Connectivity Report found. Additionally, while the majority of students have won several, the report shows that few families will help them learn digital skills.
The report recommends many policies, including revivals Federal Law To lift funds for digital equity programs and collect and use data on whether state lawmakers have access to technology.
The song hopes that states can learn from each other, so the report highlights examples of how some people handle the transition.
In the spotlight
Connecticut is one of the states that has put the report in the spotlight.
In Connecticut, districts have the advantages of active state infrastructure. The state has steadily increased the number of programs that schools put students’ hands even before the pandemic, says Doug Casey, executive director of the Connecticut Committee for Educational Technology. Still, the Esser fund helped with the ultimate hurdle. Make sure that almost every student has a device. That’s important. Outside of school you can have great broadband connections, but without a dedicated device, Casey says it’s not very useful.
The state’s digital equity program is led by a dedicated committee focused on online learning, a board of education technology that considers school-wide policies and programs. Almost every middle school and high school in the state is still investing in device programs, Casey said. Data from the committee.
But funding remains a problem.
With federal funds gone, the committee encourages schools to budget creatively. That means looking at costs seriously, questioning whether the new digital environment means they can look back on some, Casey says. The state has a dashboard used by about a third of districts, tracking EdTech usage. This provides insight into what software licenses are being used as they are actually used. That helps the district ensure that all dollars are important, Casey says.
The state is also trying to show the districts where they can find cuts. For example, instead of expensive printed curriculum materials, they may rely on digital educational materials or open educational resources (OERs) collected by the state. Ideally, technology investment could become a gateway for cost savings over time, Casey says.
Nationally, things are changing rapidly.
Choppy
Without help, the school can attack.
According to James of the Center for Progress in America, the recent PowerSchool violations — the K-12 software company that serves 18,000 schools and an estimated 60 million students — highlights school vulnerability to cyber threats . (the Currently unknown Number of students affected by the violation. )
The district lacks the financial resources, infrastructure and expertise to protect itself and students, James said. But the current administration can confirm that schools are not a soft target, she adds.
However, the management itself may represent a hurdle for digital access, as it works to reduce stock programs.
When he took office, President Trump issued it Executive Action Rolls back what the directive calls “radical and wasted” diversity, equity and inclusion programs and initiatives. The order sparked the censorship of hundreds of government web pages referring to diversity or equity, forcing federal staff to take leave, James said.
This could affect the push of increased digital access. For example, the US Department of Education’s recently revised National Education Technology Plan implied widely accepted equity as a comprehensive national vision for closing digital divisions.
The same goes for the Trump administration It is expected to be widely dismantled Education sector adds even more instability.
According to James, the national technology program has not yet been affected. But she says it’s worth paying attention to whether the federal government’s commitment to digital equity has drawbacks.
Currently, the outcome of these actions is unknown, James says.
