The COVID-19 pandemic continues to reveal new information about persistent, systemic disparities in our society. As more individuals connected to their home internet, volume on those networks increased, making them more susceptible to disruptions. As the potential for dropped connections increases, the switch from in-person to remote classrooms presents unique challenges for students, particularly auditory and visual learners. Internet latency, which measures the stability of two-way connections, offers a new, urgent measure of educational inequality. I create a novel dataset and analyze internet stability across all US Census Tracts. I find that high latency, which results in choppy, disrupted connections, is most often found in areas of non-urban populations. Over 75% of rural tracts in the US experience poor latency. Additionally, I show that non-White, non-Asian populations living in rural areas experience worse internet stability than their urban counterparts, putting students in these areas at higher risk for disconnection.