Internet Access in Public and Private Schools

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Vol 1, Issue 1, Topic: Elementary/ Secondary Education

This article was originally published as an Indicator of the Month, taken from The Condition of Education 1998. The sample survey data are from several surveys--listed at the end of this article--on advanced telecommunications in U.S. schools. The surveys were conducted through the NCES Fast Response Survey System (FRSS).

The Internet, with its vast array of information, can broaden the learning resources available through schools by providing teachers and students with connections to remote libraries, schools, and government agencies. Information found on the Internet can broaden students' knowledge base, and having Internet access can prepare students for an increasingly technological workplace. Examining patterns of Internet access in schools may help determine how many students will be prepared to use this technology effectively in the future.

Between fall 1994 and 1997, Internet access in public schools increased from 35 to 78 percent. However, in fall 1997, 27 percent of instructional rooms had Internet access.
In fall 1995, public schools were more likely to have Internet access than private schools (50 versus 25 percent). Additionally, public schools had a higher percentage of instructional rooms with Internet access than private schools (8 versus 5 percent).
Public schools with a high percentage of low-income students (71 percent or more of students eligible for free or reduced-price lunch) were less likely than schools with a low percentage of low-income students (less than 11 percent of students eligible for free or reduced-price lunch) to have Internet access in fall 1997.
In fall 1997, public schools with a high minority enrollment (50 percent or more) had a lower rate of Internet access than public schools with a low minority enrollment (less than 6 percent). Moreover, public schools with a high minority enrollment had a smaller percentage of instructional rooms with Internet access than public schools with a low minority enrollment.
In both public and private schools with Internet access, teachers were more likely than students in these schools to have access to e-mail, news groups, resource location services, and the World Wide Web.

a table- Percentage of public schools and instructional rooms with Internet access, by selected school characteristics: Fall 1994-97

-- Not available.

¹ Based on the total number of instructional rooms in regular public schools.

² Data for combined schools are not reported as a separate level of school because there are too few sample observations for reliable estimates. Data for combined schools are included in the totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Survey on Advanced Telecommunications in U.S. Public Schools, K-12," FRSS 51, 1994; "Survey on Advanced Telecommunications in U.S. Public Schools, K–12," FRSS 57, 1995; "Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1996," FRSS 61, 1996; and "Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1997," FRSS 64, 1997. As published (in part) in Internet Access in Public Schools (NCES 98–031), table 1, p. 1; and Advanced Telecommunications in U.S. Public Elementary and Secondary Schools, Fall 1996 (NCES 97–944), table 1, p. 3.

a figure- Internet access in public schools - Percentage of public schools and instructional rooms with Internet access- Fall 1994–97

figure continued- Internet access in public schools - Percentage of public schools and instructional rooms with Internet access- Fall 1994–97

*Based on the total number of instructional rooms in regular public schools.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Survey on Advanced Telecommunications in U.S. Public Schools, K–12," FRSS 51, 1994; "Survey on Advanced Telecommunications in U.S. Public Schools, K–12," FRSS 57, 1995; "Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1996," FRSS 61, 1996; and "Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1997," FRSS 64, 1997. As published (in part) in Internet Access in Public Schools (NCES 98–031), table 1, p. 1; and Advanced Telecommunications in U.S. Public Elementary and Secondary Schools, Fall 1996 (NCES 97–944), table 1, p. 3.

Data sources: The following surveys, all conducted through the NCES Fast Response Survey System (FRSS): Survey on Advanced Telecommunications in U.S. Public Schools, K-12 (FRSS 51, 1994); Survey on Advanced Telecommunications in U.S. Private Schools, K-12 (FRSS 56, 1995); Survey on Advanced Telecommunications in U.S. Public Schools, K-12 (FRSS 57, 1995); Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1996 (FRSS 61, 1996); and Survey on Advanced Telecommunications in U.S. Public Schools, Fall 1997 (FRSS 64, 1997).

For technical information, see Wirt, J., Snyder, T., Sable, J., Choy, S.P., Bae, Y., Stennett, J., Gruner, A., and Perie, M. (1998). The Condition of Education 1998 (NCES 98-013).

For complete supplemental and standard error tables, see either

the electronic version of The Condition of Education 1998 (http://nces.ed.gov/programs/coe/ ), or
volume 2 of the printed version (forthcoming): The Condition of Education 1998 Supplemental and Standard Error Tables (NCES 1999-025).

Author affiliations: J. Wirt and T. Snyder are affiliated with NCES; J. Sable, Y. Bae, and J. Stennett, with Pinkerton Computer Consultants, Inc.; S.P. Choy, with MPR Associates, Inc.; and M. Perie and A. Gruner, with the American Institutes for Research.

For questions about content, contact John Wirt (john.wirt@ed.gov).

To obtain this Indicator of the Month (NCES 1999-005), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov), or contact GPO (202-512-1800).