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The report compares current state data-collection processes and highlights lack of uniform measurement, varying data elements, and barriers such as legislative approval, agency capacity, data storage infrastructure, and privacy concerns. 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It also notes limited alignment across state data collections, making it hard to see where digital equity gaps persist.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the survey find about data collection consistency across states?",{"text":117,"@type":113},"Most responding states collected some digital equity data, but there is no uniform data-gathering process. Only a small portion required districts to provide both device and broadband information, and some states still have no plans to collect connectivity data.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of data elements vary across state collections?",{"text":121,"@type":113},"States often do not use the CCSSO national standard when building their tools. 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 \nMuch work lies ahead to solve these challenges,and we can begin by developingcommon measures.This call to action has taken on even more urgency given theunprecedented federal relief funding to schools across the country to close the equitygap.These investments demand uniform standards of measurement to assess impact andreturn on investment.  \nFor these reasons,Dell Technologies and SETDA collaborated to assess states'currentmeasurement tools and approaches concerning digital equity.This report providestakeaways from the responses of state leaders and strongly encourages the adoption of acommon framework for gathering local device and connectivity measures.Closing thedigital divide requires committed teamwork among local and state leaders,privatetelecommunications carriers,families and communities.And the first step to ensure thetargeting of solutions where we most need them is to have uniform data and collectionpractices across every state.  \n# PROJECT BACKGROUND\n\nAll students and teachers need devices and broadband forlearning,especially with the rapid expansion of technologyduring the COVID-19 outbreak.Early in the pandemic,mostdistricts worked to identify students in need of a device andhome broadband access through surveys and directoutreach.In turn,states gathered data from their districts.The design-or mere existence-of such digital equity datasets varies across states based on the timing of their releasesand data elements included.  \nIn December 2020 through January 2021,SETDA and Dell Technologies designed andshared a survey to understand better the data that states have captured related to digitalequity.Thirty-four(34)states and the territory of Guam responded.  \nQuestions on the survey focused on data collected during the 2020-21 school year bystate education agencies(SEAs).The suggested data elements released by the Council ofChief State School Officers(CCSSO)served as the baseline for comparing the data thatindividual states collect.  \n# KEYFINDINGS\n\nNO UNIFORM DATA-GATHERING PROCESS  \nAmong the respondents,68 percent collected data of anytype,with 23 SEAs gathering information about deviceaccess and 26","cbCaiu0xqihB3hhN","https://ap.wps.com/l/cbCaiu0xqihB3hhN","pdf",1185217,18,"English","# Project Background\n# Key Findings\n# Varying Data Elements Across State Collections\n# Recommendations","[{\"question\":\"What problem does the report address regarding digital equity measurement?\",\"answer\":\"The report explains that many districts can identify device recipients but often cannot reliably measure student connectivity and device adequacy nationwide. It also notes limited alignment across state data collections, making it hard to see where digital equity gaps persist.\"},{\"question\":\"What did the survey find about data collection consistency across states?\",\"answer\":\"Most responding states collected some digital equity data, but there is no uniform data-gathering process. Only a small portion required districts to provide both device and broadband information, and some states still have no plans to collect connectivity data.\"},{\"question\":\"What types of data elements vary across state collections?\",\"answer\":\"States often do not use the CCSSO national standard when building their tools. Supplemental elements commonly fall into categories such as device details (age, replacement cycle, learning appropriateness) and internet access details (data caps, upload/download speeds, and ability to support remote or blended learning).\"},{\"question\":\"What recommendations does the report make for improving measurement?\",\"answer\":\"The report recommends designing and using data collections that capture actionable information, and encourages adoption of a common framework for collecting local device and connectivity measures. It emphasizes consistent standards to support assessment of impact and return on investment.\"}]","SETDAEquitable AccessSurvey Report - Project Background - Key Findings - Recommendations | PDF",1792059137,45]