This study examines the effect of the usage of graphing calculators on Black Females' mathematics achievement on the 12th grade National Assessment of Educational Progress (NAEP). This non-experimental research study will analyze the 2015 NAEP publicly available data set, using the twelfth-grade sample, examining their overall math achievement compared to graphing calculator usage, race, gender, and socioeconomic status. Four regressions will be used to analyze factors created from the twelfth-grade NAEP student surveys, with test results as the dependent variable. The regressions will use race, gender, socioeconomic status, and graphing calculator usage in the classroom as independent variables, and the NAEP results as results of the regression analysis will be used to evaluate the predictive power of the model. Previous studies on mathematics achievement have used only 4th and 8th-grade data. This investigation will contribute to the body of research by investigating the 12th-grade NAEP results. This study evaluates academic performance at the end of their K-12 academic experience which can serve as a baseline for evaluations of future years 12th grade mathematics achievement. [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.]