|
|
|
The views expressed on this page are
solely
those of the author and do not
necessarily represent the views of County
News Online
|
 |
The Hechinger Report
Opinion: College in a pandemic is tough enough — without reliable broadband access, it’s nearly impossible
Steps that policymakers can take to shrink the digital divide
By Ted Mitchell & Jamienne Studley
June 9, 2020
The Class of 2020 is graduating from a distance. We all want American
life to return to normal as quickly as possible, and hope that the fall
will see students walking across college campuses again. But we have to
gird ourselves for the possibility that might not happen.
That means we must prepare now for the potential that colleges and
universities that swiftly shifted to online instruction as the pandemic
swept through the country and forced campuses to shutter will have to
continue, and even ramp up, those efforts in September.
Sadly, though, the reality is that millions of Americans — in rural and
urban areas alike, and including many underrepresented minorities —
lack the reliable broadband connections needed to access postsecondary
and K-12 education in a nation that remains in partial lockdown. This
longstanding digital divide for learners of all ages has morphed into a
divide that is keeping these vulnerable students offline during a
critical period.
This means that students living in online “education deserts,” who
already face significant barriers to success, are being locked out of
the postsecondary education that is so important to so many
individuals’ prospects for future prosperity and civic engagement.
Distance education isn’t new, of course, but the coronavirus pandemic
made it a reality everywhere. We already knew there was a digital
divide, but we avoided fixing the fundamental inequities by counting on
students to search out libraries, computer labs and coffee shops, or to
complete college work with only a cell phone or shared computer.
Of particular concern are low-income students, older students, black
and Hispanic/Latinx students, and students from rural areas, all of
whom face particular barriers to access and success even when on campus.
There are many reasons why the federal government, as well as the
technology and communications sector, should step up and eliminate the
digital divide — but none more important or urgent than ensuring that
students can continue their educations, from primary school to college.
Most college leaders are doing the best they can. Many institutions are
attempting to ensure that all students have access to Wi-Fi and
technology, distributing laptops by the thousands, providing Wi-Fi hot
spots and reorienting campus wireless networks to extend access into
parking lots.
But that’s not always enough, especially for students who already live
in education deserts, which means they struggle with spotty cell
signals as they try to access mobile broadband, or they might have to
drive an hour or more to work from within their car in a college’s
parking lot.
As a June 5 letter from higher-education associations asking Congress
to address problems with student broadband access notes: “While the
closure of physical campuses has undoubtedly helped to save lives and
slow the spread of the coronavirus, the related emergency transition to
remote learning and services has highlighted the significant digital
divide that exists between students from low-income and/or rural areas
and their peers.”
Some solutions have been proposed. One of these is the Supporting
Connectivity for Higher Education Students in Need Act, newly
introduced in Congress, which would provide financial support for
institutions to help students get and stay connected. But there are
other, existing options that can be built on as well.
Every year about $8 billion is spent by the Federal Communications
Commission to bring communication services to rural communities and
low-income Americans. This current pot of money serves many needs, from
K-12 schools to libraries and telemedicine. But the nation must expand
the reach of programs to provide access in unserved or underserved
communities, both rural and urban, to help bridge the gap for the 21
million Americans who fall on the wrong side of the digital divide.
There are several steps that policymakers can and should take to shrink
the digital divide that too many college students currently face.
The Universal Service Fund program known as E-rate helps K-12 schools
and public libraries address technology infrastructure needs, which
includes providing onsite broadband access to students and patrons.
Congress could allocate emergency funding to schools and libraries that
expand broadband access to their communities, which could provide
another avenue for “broadband-insecure” college students to get online
as well. The higher-education community looks forward to working with
our K-12 and public library partners in this shared effort.
Another tool the federal government has to address the challenges that
so many are facing is the Lifeline program, which helps provide devices
and internet access to low-income consumers. New funding for this
program could quickly be used to help college students in need of
better internet access, especially if eligibility requirements are
adjusted, even if only on an emergency basis, to include federal
financial-aid criteria.
Finally, investments in the country’s research infrastructure
strengthens the ability of scientists and public-health officials to
combat the pandemic and develop the medical treatments necessary to
defeat it. As the country inevitably turns to addressing its
now-obvious broadband infrastructure needs, it is critical that our
research and education networks receive the funding they need to
sustain and advance these vital research activities.
In an economy likely to be struggling for some months or even years to
come, a college degree or credential will be even more crucial. We
can’t afford to lose our hard-earned momentum in educating our people.
More resources must be made available now to focus specifically on the
issue of ensuring that no college student gets lost in a broadband
desert.
Otherwise, even when the immediate measures to promote
physical-distancing are revised and some students are able to return to
campus, we risk leaving far too many behind.
|
|
|
|
