This study examines the digital divide and socioeconomic disparities that hinder equitable access to quality education in modern schools. This study highlights how unequal access to technology and the internet disproportionately affects students from low-income families, exacerbating existing educational inequalities. This paper defines the digital divide in a historical context, supported by statistics demonstrating significant gaps in technology access among various socioeconomic groups. It further analyzes the implications of income inequality on educational opportunities and academic performance. The COVID-19 pandemic has intensified these disparities, forcing many students into remote learning environments without adequate resources. Through a mixed-methods approach, this study combines quantitative surveys and qualitative interviews to explore students' experiences and engagement levels in remote learning, revealing that 70% of low-income students reported disengagement due to a lack of motivation and inadequate support. The findings indicate that students with consistent access to technology scored, on average, 15% higher in standardized assessments, underscoring the critical role of technology in academic achievement. This study concludes with actionable recommendations for schools and policymakers, including increased funding for low-income schools, the development of digital literacy training programs, and fostering community partnerships.