This longitudinal research project explored the relationship between a 1:1 computing initiative and student achievement on the North Carolina End of Grade Reading Comprehension and Math tests in the study school district. The purpose of this research study was to determine if the implementation of a 1:1 computing initiative impacted student performance on standardized tests. This study used secondary, longitudinal data to follow a sample of the district’s 2012-2013 3rd grade students through the 2015-2016 school year. The study used student grade level proficiency on the North Carolina End of Grade Reading Comprehension and Math tests for both the district and state levels. The data revealed that in the 2012-2013 school year the study school district was not significantly below the state mean in student grade level proficiency reading or math. At the end of the four-year study period, the district was not significantly below the state mean in student grade level proficiency in either reading or math, but the district did have significant growth in both subject areas.

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