In this study, the Utah Education Policy Center provides evidence that students who are low-income use math personalized learning software for less time than students who are not low-income, with the gap in usage increasing in magnitude after the soft closure of Utah’s schools in March 2020. The benefits of usage were similar for students regardless of low-income status.
In this study, the Utah Education Policy Center presents evidence for a “digital use divide” in Utah wherein some students are using technology in ways that enhance their mathematics learning through student-centered and data-informed teacher support while other students are using technology in ways that lead to student disengagement and that contribute to educator disaffection.