The data provided allows us to conclude that there is a link between funding and the availability of technological programs, as well as a link between funding and levels of student achievement. Although we did not see a strong correlation between the availability of technological programs and test scores through the graphs, if we look at the following ideas presented, we can infer that there is a link between student achievement and the amount of technological programs that are offered. More money is positively correlated with higher student achievement, which is seen through the fact that schools with more money have higher test scores and lower dropout rates. More money is also positively correlated with more technological programs. Using the if A:C and B:C then A:B associative method of reasoning, with A being more technological programs, B being higher levels of student achievement, and C being more money or funding, we can conclude that (A) technological programs are indirectly, but positively correlated with (B) higher levels of student achievement. The data also establishes that there is link between more technological programs and lower dropout rates, and dropout rates are one of the elements used to gage student achievement
From this we can conclude that the availability of technology is at least somewhat connected to student achievement. This claim is also supported in past research reports, one of which states, “The primary motivation for using technologies in education is the belief that they will support superior forms of learning” (Using Technology to Support Education Reform). With this being said, school funds do impact the quality of education that schools are able to offer, and the variation in funds received by public high schools in the bay area is related to the unequal levels of education that are offered by these schools.
From this we can conclude that the availability of technology is at least somewhat connected to student achievement. This claim is also supported in past research reports, one of which states, “The primary motivation for using technologies in education is the belief that they will support superior forms of learning” (Using Technology to Support Education Reform). With this being said, school funds do impact the quality of education that schools are able to offer, and the variation in funds received by public high schools in the bay area is related to the unequal levels of education that are offered by these schools.
This research is important because the Brown v. Board of Education verdict states that we must offer equal education to all children in our public schools. If schools are not given enough funding to be able to provide equal amounts of technology, then schools cannot offer the same levels of education. Why does it matter if some students receive a better education than others, you may ask. Eszter Hargittai’s extensive research on the Digital Divide has led her to claim that there is a link between the distribution of knowledge and stratification (The Digital Divide and What to Do About It). Many sociologists believe that education is a good avenue for increasing one’s social capital, and thus increasing one’s life chances. If we wish to diminish these inequalities within the public education system, we must first provide all students with the same opportunity. Past research and critics of American schools also claim that technology has the potential to play a large role in this reformation of our education system (Using Technology to Support Education Reform). If we want to not only reform our schools to offer equal education, but also reform them to offer an overall better level of education, we must turn to the use of technology.
