classroom supplies and equipment. Science classes have suffered from a shortage of lab supplies such as beakers, Bunsen burners, beam balances, and microscopes. In the same period schools have suffered from a lack of basic supplies such as chalk, paper, art supplies, and, in some schools, desks and chairs. There was little except anecdotal evidence concerning the current state of such supplies. Accordingly, the court cannot make a finding as to whether New York City public schools are at present providing a minimally adequate supply of such materials. 4 . I n s t r u c t i o n a l Te c h n o l o g y For at least a decade it has been the position of SED that instructional technology—computers, related hardware such as printers and modems, and appropriate software—is an essential resource for students. Similarly, BOE has concluded that "[o]ur schools must prepare all students to succeed and prosper in the information age and the new global economy, where access to information and ownership of knowledge will be defining characteristics of `the competitive edge.'" The omnipresence of computer technology in the economy undergirds SED's and BOE's emphasis on instructional technology. While computer proficiency is an important skill that can lay a foundation for a career, it also allows students to use an array of instructional software and research tools to enhance their study of other subjects. In addition to their importance to the economy, computers and the Internet have become important conduits of public discourse. Today the Internet has taken its place beside other media outlets as a resource used by voters. For these reasons instructional technology is a core "instrumentality of learning" embraced by the Court of Appeals' template. For the last decade New York City public schools have failed to provide adequate instructional technology to their students. This inadequacy has been thoroughly set forth in SED documents, particularly the 655 Reports. In 1997, districts in the State outside of New York City had twice as many computers per 100 students as did the City. New York City has fewer computers than districts in the rest of the State, and its computers tend to be older and less capable of handling sophisticated educational software. As noted above, the age and antiquated wiring of New York City's school buildings has impeded the introduction of computers into the classroom. An additional impediment has been inadequate professional [187 [187 Misc.2d Misc.2d 59] 59] development to help teachers understand and use new instructional technology. Defendants correctly point out that in the last three years there has been an infusion of funds devoted to increasing schools' use of instructional technology. However, these funds have failed to remedy New York City public schools' technological deficit. Moreover, it is unclear whether funding for technological improvements in New York City public schools will continue. During the 1997-1998 and 1998-1999 school years, the City's public schools received $150 million in City and private funding for instructional technology under a program called Project Smart Schools. Project Smart Schools was intended to lower the student to computer ratio in elementary, middle, and high schools. Only the needs of middle schools were addressed by the time the money ran out. A large portion of Project Smart Schools funding had to be spent on rewiring old school buildings. As of the time of trial, there were no funds under this program available to address the needs of high schools, elementary schools, or special education classes. In recent years BOE has also received funding for technological improvements from the City Council. However, this funding is not reliable as it is wholly dependent on revenues from the recently robust City economy. The City has also seen an influx in Federal funding in recent years, primarily through the "Universal Service Fund," known as the "E-Rate" program. E-Rate is a spend-to-get program which provides discounts to schools for certain telecommunication charges. It does not provide discounts for computers or software; it solely provides discounts for the purchase of telecommunication infrastructure. The E-Rate program has assisted BOE in increasing schools' ability to connect to the Internet. However, because it only addresses telecommunications technology, it is not a panacea for all of the public schools' technology woes. Additional E-Rate discounts have shifted in ways that have impeded BOE's planning. Defendants also argue that a survey of the quantity of computers updated in March or April 1999 showed a ratio of one computer for every 10 students, which compares favorably with nationwide ratios. However, Elspeth Taylor, BOE's chief information officer from 1996 through 1999, testified that this survey found that approximately 20,000 of the total of 109,341 computers in New York City public schools were essentially obsolete and that an additional number of aged "486s" and [187 [187 Misc.2d Misc.2d 60] 60] Apple computers were too weak to power recent operating platforms, Internet, or CD-ROM applications. While defendants argue that these two categories of computers are both described as "new generation" by SED's 1999 655 Report, this definition appears to be used in the 655 Report for assessing computers as of fall 1997. Fall 1997 to March/April 1999 is a very long time in the annals of computer technology. I . O u t p u t s : G ra d u at i o n / D r o p - O u t Rat e s a n d Te s t S c o r e s Previous sections have set forth the shortcomings of the "inputs" provided to students in New York City's public schools, such as the quality of teachers, the condition of facilities, and the amount and nature of the "instrumentalities of learning" available in the schools. In its 1995 decision, the Court of Appeals also directed this court to examine the "output" of public schools, i.e., student performance. The most telling measures of student performance are the percentage of students who actually graduate and the bundle of knowledge and skills that they possess when they graduate. Accordingly, the court examines below evidence concerning: (1) how many students graduate on time, (2) how many drop out, (3) the nature of the diplomas graduates receive, and (4) the performance of those who pursue higher education at the campuses of the City University of New York. The court also finds that the results of State and City evaluative exams taken from grades K through 11 are of some probative value in measuring whether New York City's schools are imparting the requisite minimum educational skills that undergird a sound basic education. However, the court's analysis of these test results is informed by the Court of Appeals' admonition that test results should be used "cautiously as there are a myriad of factors which have causal bearing on test results." (86 NY2d, supra, at 317.) By each of these output measures New York City public schools fail to provide a sound basic education.