John Horrigan

OATS, in partnership with the Humana Foundation, for the first time quantifies the size and degree of the digital isolation crisis among seniors in the United States, finding nearly 22 million older Americans continue to lack broadband access at home. Key findings:

This report takes stock of digital inclusion in Maryland by examining two digital access tools that enable robust online access. The first is wireline high-speed internet subscriptions at home. The other is whether a household has a working desktop, laptop, or tablet computer. Analysis of household adoption for home wireline internet service and computing devices shows that:

The pandemic has made getting computers and internet connections to households with school-age children a priority. The “homework gap” is sizable. Before the pandemic, some 16.9 million children under the age of 18 lived in households without wireline internet service and 7.3 million live in homes without a desktop, laptop, or tablet computer. What was a homework gap is now a learning gap. Many states and localities have responded.

In the state of Connecticut, nearly one-quarter (23%) of Connecticut households do not have high-speed internet subscriptions at home. Connectivity deficits fall hardest on low-income residents, older adults, and communities of color. 36% of households below the state’s median income do not have wireline broadband compared with 11% of all other households. 36% of Connecticut residents age 65 and older do not have wireline broadband at home. 35% of Hispanics lack wireline broadband at home compared with 21% of whites. 34% of African Americans do not have wireline broadband.

Inclusion is at the foundation of communications policy in this country. The Communications Act of 1934 and the Telecommunications Act of 1996 both rest on the notion that advanced communications networks should be universally available and affordable. The COVID-19 pandemic shows that there is still more to be done to adapt these policy principles to the internet age. In just two decades, having the internet at home has gone from being a toy for hobbyists to an indispensable tool for commerce, education, and connectedness.

“Middle-skill” jobs make up a large portion of the market, has positions to fill, but suffers from a dearth of trained workers—especially when it comes to digital skills. Digital skills refer to a person’s ability to use digital tools, applications, and networks to access and manage information. Pandemic-driven unemployment will only put the middle-skill issue into sharper relief.

About one-third of the U.S. job market is made up of middle-skill jobs, which do not require four-year college degrees. Data indicate that the number of these jobs exceeds the supply of available workers. The skills needed for these jobs include facility with the internet and computers.

The COVID-19 pandemic caused a near-total shutdown of the U.S. school system, forcing more than 55 million students to transition to home-based remote learning practically overnight. In most cases, that meant logging in to online classes and accessing lessons and assignments through a home internet connection. Sadly, that was not an option for children in one out of three Black, Latino, and American Indian/Alaska Native households.

Large numbers of Baltimore households lack two essential tools for getting online: wireline broadband service at home and access to a computer. According to the 2018 American Community Survey, 96,000 households in Baltimore (40.7%) did not have wireline internet service, such as cable, fiber, or digital subscriber line service. And some 75,000 Baltimore City households, or one in three, do not have either a desktop or laptop computer.