Abstract
Information and communication technologies (ICTs) are increasingly required within K-12 educational settings, yet the impact of youth’s access to and use of digital resources outside of the classroom on academic achievement is only beginning to be explored in the literature. This study used data from the Fragile Families & Child Wellbeing Study to assess the relationship between grades in high school science and digital equity across the learner’s ecological environment. Digital inequities experienced by school-aged youth are referred to as the homework gap. The COVID-19 pandemic placed new urgency on resolving the homework gap as millions of students shifted to full-time online or learning at home during the pandemic. Study findings show that ICT access and use across ecological domains is a significant predictor of urban youths’ academic achievement in science.
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