Walter Payton Grad’s Study Finds ‘Adequate’ But Not ‘Equitable’ Internet Access At 6 CPS Schools

Study Finds Inequitable Internet Access in Chicago Public Schools

A study conducted by Chris Deng, a recent graduate of Walter Payton College Prep and incoming University of Chicago student, has shed light on the state of internet speeds in Chicago Public Schools (CPS). The study, which focused on six high schools across different areas of the city, revealed that while internet access is adequate and equal across these schools, it is not necessarily equitable. This research has significant implications for addressing the issue of equitable internet access within the district.

Internet Speeds Meet Short-Term Goals, but Fall Short of Long-Term Benchmarks

The study found that all the schools met the federal short-term goal of providing speeds of 100 kilobits per second for every person at the school. However, only 13 percent of tests conducted at the schools met the federal long-term benchmark of 1 megabit per second per person. None of the tests met the goal set by a national tech directors association for large districts like CPS, which is 1.4 megabits per second per person.

Importance of Equity in Internet Access

While the schools in the study generally had high raw internet speeds, the study highlighted the need for equity in internet access. The report emphasized that larger schools may require more internet speed to meet their needs. Deng stated that it is crucial to create equity around schools to ensure that all students have equal opportunities to access online educational resources.

Implications for Sustainable Development Goals

The findings of this study align with the Sustainable Development Goals (SDGs) set by the United Nations. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Access to reliable and high-speed internet is essential for achieving this goal, as it enables students to access online educational resources and participate in remote learning.

Further Research and Recommendations

While the study provides valuable insights into internet access in CPS, it acknowledges that the sample size is limited and more research is needed to draw definitive conclusions about internet equity across the district. Deng expressed the need for continued research, particularly focusing on South Side schools, which were not included in the study.

District officials have committed to upgrading all Chicago public schools with new connections featuring speeds of 20 gigabits per second, exceeding the goals set by the tech directors association. However, Deng’s research highlights the importance of not only meeting short-term goals but also striving for long-term benchmarks to ensure equitable internet access for all students.

Conclusion

Chris Deng’s study on internet speeds in Chicago Public Schools has provided valuable insights into the state of internet access within the district. The study emphasizes the need for equitable internet access to ensure that all students have equal opportunities for learning and accessing online educational resources. Further research is necessary to address the issue of internet equity in CPS and work towards achieving SDG 4.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 9: Industry, Innovation, and Infrastructure
• SDG 10: Reduced Inequalities

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
• SDG 9.C: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Internet speeds at schools (100 kilobits per second for every person) as a short-term goal.
• Internet speeds at schools (1 megabit per second for every person) as a long-term benchmark.
• National tech directors association’s goal for large districts like Chicago Public Schools (1.4 megabits per second per person).

Table: SDGs, Targets, and Indicators

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Source: blockclubchicago.org

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