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Yesterday, the Commerce Department released a broadband access report based on Census data. The conclusion? While broadband use among all American increased sevenfold between 2001 and 2009, the U.S. faces a significant gap in residential broadband use that breaks down along incomes, education levels, and other socio-economic factors. For example, 94.1 percent of households with income over $100,000 had access to broadband in 2009, while just 35.8 percent of households with income of less than $25,000 did. And 65.9 percent of urban households, compared to 51 percent of rural ones, subscribed to broadband in 2009.

One surprising finding: African-Americans and Hispanics lag behind in broadband access even when controlling for factors such as income and education. A possible reason: “Internet usage relies on networks. ... If the people around you don’t use the internet, you will be less likely to use the internet, too.”

In looking at this data, I make the assumption that children who have access to the internet have someone teaching them how to use. And so data like this remind me that in developing our education reform strategies, we have to look beyond just the teacher, school governance and the other currently hot topics. If we believe that technological literacy (including knowledge of how to best utilize the resources that the internet offers) is a critical component of future success, and if we want all students to have access to the skills needed to succeed in an increasingly complex society, we cannot ignore disparities in things like broadband access and expect to close the achievement gaps (as measured using indicators like employment and wealth) that exist in our society.

But how do we overcome these disparities? That is the question. Perhaps one-to-one laptop initiatives in low-income schools, allowing students who can't afford their own computer access to the internet at any hotspot. Perhaps there are other ways.

But if we keep focusing on basic math and reading scores in measuring whether our schools are succeeding, we further disadvantage those who already start behind. What employer, 10 years from now, is going to hire someone who can read and do basic math, but not use internet resources fluently? My guess: Not one who pays a middle-class wage.

Image from Llewi034