The shift to remote learning during the COVID-19 crisis left some students with inequitable access to at-home internet putting students at risk of falling behind in skills needed not only for school but later in life. A month into remote learning, 197 high school students in an urban school district in New York state were identified as not having unlimited at-home internet. A quantitative ex post facto study used archived data to determine if participation in asynchronous instruction increased after receiving a mobile broadband hotspot, which filled a gap in scholarly literature and informed future policy. Social exclusion was the theoretical framework. Based on Wilcoxon W test results, there was no statistically significant difference in logins before (W = 182.24) and after (W = 170.76) with a p = 0.29. The two-tailed paired samples t-test for the number of discussion posts was not significant, t(176) = -0.43, p = 0.670. The Wilcoxon W test found no statistically significant difference in discussion posts before (W = 172.87) and after (W= 180.13) with a p = 0.50. Neither test found a statistically significant difference in discussion posts before and after receiving a hotspot. The researcher failed to reject the null hypothesis. The result of the two-tailed paired samples t-test for ELA grade average was significant, t(176) = - 8.52, p < 0.001, indicating that the null hypothesis H30 can be rejected. The Wilcoxon W test also found a statistically significant difference in ELA Grade Average before (W = 148.95) and after (W = 204.05) allowing the researcher to reject the null hypothesis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]