In today's world, where internet connectivity is more important than ever, there exists a troubling contrast between our advanced online resources and the profound detachment some K-12 students experience. This disconnect has been highlighted amidst discussions regarding the future of educational oversight in the United States.

On March 20, President Donald Trump signed an executive order to dismantle the U.S. Department of Education, signaling a potential shift in how educational oversight is managed within the country. While this executive order does not lead to an immediate shutdown of the department, it paves the way for significant changes that could exacerbate the 'homework gap' an issue that became glaringly evident during the COVID-19 pandemic.

The Department of Education has long been viewed as a vital institution dedicated to enhancing educational resources and opportunities across the nation. Its dissolution raises concerns about the future of broadband access for students, particularly those from low-income backgrounds who rely on these resources to complete their homework and engage in educational activities.

The department plays a critical role in allocating federal funds to schools for broadband initiatives. Without this oversight, schools may struggle to effectively bridge the digital divide, leaving many students without the necessary internet access to succeed academically. A lack of reliable internet can hinder students' abilities to complete homework, stay connected with peers, and participate in extracurricular activities. According to a 2018 report from the Pew Research Center, approximately 17% of children across the United States faced challenges in finishing their schoolwork due to limited internet access. Additionally, a 2020 study revealed that 50% of low-income families and 42% of families of color reported a lack of technology that is essential for online learning.

In an effort to gain insight into the real-world implications of this issue, I visited Renaissance at Rand Middle School in Montclair, New Jersey, on March 19. This magnet school serves over 197 students in grades six through eight, and I spoke with eight students aged 11 to 13 about their experiences with internet connectivity. Among them, two students recounted difficulties stemming from power outages related to storms, while the majority emphasized their reliance on home internet for both school assignments and leisure activities such as streaming videos, gaming, and social media use.

Jacob, a 13-year-old eighth grader, expressed the advantages of having online resources at his fingertips: "There are definitely a lot of resources on the internet that can help me finish my work. If I don't understand a math problem, I can just look it up, or if I need to study, I can just create a quizlet." This sentiment was echoed by Rose, a 12-year-old sixth grader, who stressed the importance of internet access for meeting deadlines: "If you can't do it at home, you'd have to do it in class, and then you miss out on class, and you'd constantly be having to catch up."

Founded in 1979, the Department of Education encompasses various responsibilities, from overseeing federal student loans to monitoring educational progress through the nation's report card. A critical but often overlooked aspect of the department's function is its role in ensuring student access to broadband. By distributing federal funds to public schools, the department enables schools to invest in necessary technology and infrastructure. While federal funding constitutes only a fraction (6% to 13%) of total public school funding according to a 2018 U.S. Government Accountability Office report, it is instrumental in helping to provide essential resources like Wi-Fi hotspots in schools and libraries.

Among the various programs administered by the Department of Education, funds such as Title I, Part A can be allocated to enhance broadband access in K-12 schools. However, with the department's potential closure, there is a growing concern about the future routing of such funds, which could lead to stagnation in efforts to improve connectivity for students across the country. Currently, there is no entity waiting in the wings to take over the responsibilities once managed by the Department of Education, which could lead to delays in funding and support for crucial broadband programs.

Post-pandemic, many schools have adopted hybrid or online learning models to accommodate diverse student needs. Effective broadband access has become a necessity for students navigating this new educational landscape. At Renaissance at Rand, technology teacher Nahum Prasarn highlights the essential nature of broadband for educational development. "When I started teaching technology, it was getting the kids used to keyboarding and understanding how word processing works. Then it became making sure they understood that we have Google Suite, Google Classroom, and emailing," Prasarn noted. He underscores the importance of allowing students to continue learning from home, noting that they often reach out to him via Google Classroom for assistance outside of school hours.

In todays digital age, developing crucial skills such as internet literacy and social media comprehension is essential for academic success and future career opportunities, particularly in STEM fields. However, slow internet speeds can stifle this growth. Studies, such as one conducted by former FCC chief economist Johannes Bauer and colleagues at Michigan State University, revealed the significant correlation between broadband access and student performance. They found that students with reliable internet access were more likely to complete their homework and show enthusiasm for learning, thereby improving their academic outcomes. Conversely, students lacking internet access or facing connectivity issues often struggled with homework completion and engagement with school activities, leading to lower GPAs and SAT scores.

With the transition in administration, concerns regarding the future of school broadband access have been heightened. The Affordable Connectivity Program has been terminated, raising apprehensions about the sustainability of other FCC programs that facilitate internet access for schools. Recently, the Supreme Court addressed the legality of the FCC's Universal Service Fundan $8 billion per year broadband subsidy program that supports initiatives like the E-Rate program, which helps eligible schools and libraries secure affordable internet services. While a final decision is expected later this year, the future of this essential program remains uncertain.

As Bauer concluded his tenure at the FCC in December 2024, he advocated for a bipartisan approach to broadband accessibility, emphasizing that effective solutions do not need to be politically motivated, but rather focused on serving the public interest. In contrast, the current Trump administration appears to be leaning toward market-driven solutions for bridging the broadband gap, although tangible strategies remain unclear. Aside from advocating for increased funds directed to satellite internet providers like SpaceXs Starlink, there has yet to be a comprehensive plan established by the administration or the new FCC to address this pressing issue.

Despite the potential void left by the Department of Education's closure, there is a silver lining: state legislatures are starting to take initiative in securing funding to address the educational broadband gap. For example, New York's ConnectAll initiative received over $2.2 million in funding from the Digital Equity Act in 2023, as part of a broader connectivity funding effort stemming from the 2021 Infrastructure Investment and Jobs Act.

A spokesperson for ConnectAll highlighted how state and federal funding can support initiatives aimed at enhancing broadband access and digital inclusion. However, due to federal restrictions, public schools are ineligible for Digital Equity funding; nonprofit organizations, including nonprofit schools, can access these funds instead. This limitation may challenge the effectiveness of efforts to connect students with reliable internet access.

Looking forward, state governments are encouraged to explore the possibility of utilizing state-level resources to mitigate broadband gaps. As highlighted during the COVID-19 pandemic, many state legislatures mobilized quickly to allocate funding for broadband expansion initiatives, revealing a growing awareness of the issue.

New York State Senator Kristen Gonzalez, who chairs the Internet and Technology Committee, outlined her commitment to enhancing broadband access and digital equity measures throughout the state. "It's more than just providing the basics. We want to ensure that schools have the resources they need to create lasting sustainable tech programsbecause access to technology isn't a luxury, it's a right," Gonzalez emphasized.

Data from a 2020 survey by the New York State Education Department underscored that 11% to 13% of New York City students across various boroughs lacked sufficient internet access at home. This alarming statistic echoes the sentiments shared by the New York City Council, which identified widespread broadband access issues affecting over 74% of students in Brooklyn, Queens, and the Bronx.

As part of her efforts to expand broadband access, Gonzalez is working on the Affordable Broadband Act, which aims to provide high-speed internet to underserved populations, including low-income households. Additionally, she is cosponsoring a bill that would require broadband providers to offer high-speed services at a maximum cost of $5 per month to low-income consumers.

In light of the potential disbandment of the Department of Education, the prospect of students feeling isolated and disconnected from their peers due to lack of home internet access looms large. Mary, a 13-year-old seventh grader, articulated this concern: "A lot of our after-school clubs involve the internet and going on our Chromebooks to research stuff. So, without that, you won't really be a part of it." Stella, the 13-year-old student council president, echoed her sentiments, emphasizing the need for connectivity to stay informed about group activities: "We have a group chat, and a lot of information goes out there. If people don't have Wi-Fi, it's a lot harder for them to be involved."

As the Trump administration contemplates how to handle federal funding for broadband access amidst the potential closure of the Department of Education, the absence of federal programs dedicated to ensuring reliable internet access may lead to more students experiencing connectivity challenges. Until effective solutions are devised, it will be the responsibility of state legislatures and local communities to advocate for universal broadband access for students across the country.