This research study led by Donald Leu from the University of Connecticut explores a new type of achievement gap–the gap in digital literacy between students from low-income families and their wealthier peers. Although students are very comfortable using technological platforms to text and share photos, many of them are less capable of using the Internet in an academic context. Exploring two schools from different Connecticut districts, this study finds an achievement gap for online reading, based upon income inequality. The study also observes that this may be related to testing pressures, as the most challenged districts often focus their limited resources on raising scores, and are less likely to incorporate development of this important skill into their curricula. Read it here.