The purpose of the study was to explore the relationship between a 1:1 laptop program and the achievement test results for the Ohio Graduation Tests (OGT). Two cohorts were examined (N=193): 1. Tenth graders who took the OGT subtests in Reading, Writing, Math, Science, and Social Studies in 2014 (n=109) and who had received traditional instruction and 2. Tenth graders who were given individual laptops and eTexts to use at school and at home, and who took the same OGT tests in 2015 (n=84). A Chi Square statistical assessment was conducted to compare student performance. No statistical difference was evident for overall passage rates when comparing the two cohorts. For the laptop cohort, there was no statistical difference in the expected counts for the subject areas of Writing, Science, and Social Studies. For Reading, laptop cohort scores reflect a trend, with scores moving upward into the Accelerated performance category. Math scores showed significantly more scores falling in the highest performance category of Advanced in comparison to what was expected. Similarly, when looking at the economically disadvantaged subgroup within the laptop cohort (n=29), a positive and significant difference from what was expected occurred within the Advanced category for Math, while a trend toward significance for improved performance occurred for Reading scores. The potential for significant gains in student achievement is evident. Additional longitudinal research is warranted to better understand the significance of impact as pedagogical practices develop following initial implementation and considering contextual factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]