However, the percentage of computers connected to the Internet in socio-economically disadvantaged schools is lower than in advantaged schools, and is also lower in rural than in urban schools (Table 11.6.6). There are considerably more education systems (26) where school computers in private schools are more frequently connected to the Internet than those in public schools, than there are education systems (3) where computers in public schools are more frequently connected to the Internet. There is a similar number of PISA-participating countries and economies where the relationship is positive (7) as education systems where it is negative (11), after accounting for the socio-economic profile of students and schools.