Computer-assisted learning in urban classrooms - The impact of politics, race, and class

This article uses data from 54 urban school districts to test hypotheses ex plaining the integration of computer technology into the classroom Surprisi ngly, the authors find no statistically significant effects of funding on t he provision of computer-assisted learning However; median family income ac tually has a negative effect on the percentage of urban district students r eceiving computer-assisted classroom learning. Suggesting that equity is no netheless a significant concern, a higher percentage of Black students redu ces the percentage of district students receiving computer-assisted learnin g. Finally, the authors find that competitive pressure from private schools significantly increases the percentage of public school students receiving computer-assisted instruction.