This article uses data from 54 urban school districts to test hypotheses explaining the integration of computer technology into the classroom. Surprisingly, the authors find no statistically significant effects of funding on the provision of computer-assisted learning. However, median family income actually has a negative effect on the percentage of urban district students receiving computer-assisted classroom learning. Suggesting that equity is nonetheless a significant concern, a higher percentage of Black students reduces the percentage of district students receiving computer-assisted learning. Finally, the authors find that competitive pressure from private schools significantly increases the percentage of public school students receiving computer-assisted instruction.
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