Date of Award

5-21-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education Sciences

College

College of Education and Social Sciences

First Advisor

Anthony Setari

Second Advisor

Jennifer Shinaberger

Third Advisor

Gregory Dukes

Abstract

As technology evolves, so do K-12 educational platforms and policies. However, research into broadband access’s influence on student academic achievement is limited and some are outdated. Without adequate knowledge on the topic, educational and policy leaders are at risk of misallocating educational technology funds. Given the substantial monetary investment involved in the implementation of this public education policy and the limited research on the influence of broadband access rates on student academic achievement, the purpose of this study is to investigate whether the SC Educational Technology Plan’s broadband expansion influenced student academic performance.

This quantitative study sought to determine whether an increase in broadband WAN capacity provided influence on student academic achievement from 2022 to 2024 in SC public schools. Study findings revealed there was a statistically significant difference between broadband WAN capacity of schools between 2022 and 2024; however, that growth had a small effect size. Additionally, there was no statistically significant evidence that the growth in broadband WAN capacity was a predictor of student academic achievement during the same time frame.

Study findings suggest that technology alone may not be sufficient to drive academic growth. Educational policymakers and stakeholders may wish to consider other avenues to increase student achievement, such as tailored support for low-income students, shifts in curriculum and teaching methods, or student supports more suited to each school’s population. Findings indicate that student achievement is a multifaceted outcome, and that educational leaders should not view technology as the definitive tool for student learning.

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