A long-running student laptop programme in the US state of Maine has come under scrutiny after spending around $12 million annually failed to improve test scores over 15 years, according to reporting cited in US media.

The initiative, intended to modernise classrooms and reduce inequality, was instead described by former governor Paul LePage as a “massive failure,” after evidence showed no measurable rise in academic performance.

Reports suggest the impact also varied by region. In wealthier school districts, students reportedly used laptops for creative and collaborative work, while in poorer and rural areas, they were largely limited to basic tools such as Word and PowerPoint, widening digital disparities rather than reducing them.

The programme is part of a broader trend across the US, where spending on education technology reached an estimated $30 billion in 2024, far exceeding textbook budgets.

Despite this investment, analysts cited in the report say student outcomes have not improved in line with spending.

Studies referenced in the reporting also point to rising concerns over classroom screen use, with teachers estimating that students spend several hours a day on digital devices during lessons.

Research has found that a significant share of laptop use in educational settings is unrelated to coursework, with distractions such as social media dominating screen time.

Experts say the findings raise wider questions about the effectiveness of large-scale digital learning strategies, particularly as concerns grow over declining academic performance among younger generations in some Western countries.

Education researchers argue the issue is not technology itself, but how it is used, noting that devices designed for learning often compete with highly engaging entertainment platforms.