Abstract
This study examined the relationship between academic achievement of young African American children and access to and use of computers in their school and home. The sample consists of 1,601 African American public school children who attended kindergarten and 1st grade. Results indicate that access to and use of a home computer, computer area in classrooms, child/computer ratio, software, and computers in school were positively correlated with academic achievement. In addition, frequent use of software for literacy, math, and games was positively correlated with academic achievement during kindergarten. High achievers were found to use software for literacy and math more frequently than both low and average achievers during kindergarten.
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