Whom We Help

Although a myriad of approaches have been proposed for improving K–12 education in the United States, one common element of many plans is more extensive and more effective utilization of computers, networking, and other information technologies (IT) to support a broad program of systemic and curricular reform.

Although many schools have computers and Internet access, the distribution of these resources among schools with high and low concentrations of poverty is not uniform.  Studies have shown that schools with high concentrations of poor or minority students have fewer computers and are less likely to have Internet access.

Numerous studies conducted in the elementary and secondary grades have concluded that student learning is enhanced by computers. The benefits appeared to be strongest for students of lower socioeconomic status, low achievers, and children with certain learning problems.

Eligibility

Two steps are necessary to qualify for a computer.

Step 1. Families with a student in grade K-12 must meet one of the following criteria:

a. be below the 200% poverty level (see Table below) OR

b. be currently enrolled in a government assistance program, such as Food Support or Financial Assistance, Federal Public Housing Assistance, Low-Income Home Energy Assistance Program (LIHEAP), The National School Lunch Program's "Free Lunch" Program, or Head Start.

Step 2. A parent/guardian, a school counselor, a teacher, a community center representative, or a church leader must recommend the student to receive a computer through the reachIT.org program.

Exceptions may be made on a case-by-case basis. Contact us if you have any questions.

Apply for a computer here.

Importance of IT to a Child's Learning

Several studies have reported the benefits of IT:

1. Evaluation of the Texas Technology Immersion Pilot Outcomes for the Third Year (2006-07)

Conclusions from this study include: 1) Technology immersion significantly increased students’ technological proficiency and reduced the proficiency gap between economically advantaged and disadvantaged students; 2) Technology immersion had a statistically significant effect on Texas Assessment of Knowledge and Skills (TAKS) mathematics achievement; 3) Students who had greater access to laptops and used laptops for learning to a greater extent, especially outside of school, had significantly higher TAKS reading and mathematics scores.

2. Enhancing Missouri's Instructional Networked Teaching Strategies (eMints)

In this statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri school districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students take advantage of the eMINTS program. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms score higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers.

3. Michigan's Freedom to Learn (FTL) initiative

The FTL initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29% to 41% for seventh graders and from 31% to 63% for eighth graders.

4. Evaluation of the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test

O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/Language Arts test scores and higher writing scores on the MCAS English/Language Arts test.