Internet Access in U.S. Public Schools, 2005 (FRSS 90), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 90 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides trend analysis on the percent of public schools and instructional rooms with internet access and on the ratio of students to instructional computers with Internet access. The study was conducted using mailed questionnaires or the option of completing the survey via the web. Principals of various public schools were sampled. The study's response rate was 86 percent. Key statistics produced from FRSS 90 were the number of instructional computers with access to the internet, the types of internet connections, technologies and procedures used to prevent student access to inappropriate material on the internet, and the availability of hand-held and laptop computers for students and teachers. Respondents also provided information on teacher professional development on how to integrate the use of the internet into the curriculum and on the use of the internet to provide opportunities and information for teaching and learning.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.