The purpose of this study was to examine how the one-to-one laptop initiative affected student achievement gaps for students at a single high school in Mooresville, NC. The variable in this study was the preexisting End of Course exams for Algebra I and English I for the two school years prior to the one-to-one laptop implementation year (2006-2007 and 2007-2008) and the two years following the implementation year (2009-2010 and 2010-2011). The questions researched in this study were the following: (a) Has the achievement gap between black students and white students been narrowed as measured by the Algebra I End of Course exam? (b) Has the achievement gap between black students and white students been narrowed as measured by the English I End of Course exam? (c) Has the achievement gap between female students and male students been narrowed as measured by the Algebra I End Of Course exam? (d) Has the achievement gap between female students and male students been narrowed as measured by the English I End Of Course exam? (e) Has the achievement gap between limited English proficient students and students proficient in English been narrowed as measured by the Algebra I End Of Course exam? (f) Has the achievement gap between limited English proficient students and students proficient in English been narrowed as measured by the English I End Of Course exam? Single factor analyses of variance were used to determine whether differences in student achievement on the Algebra I and English I EOCs were statistically significant. The Algebra I scale scores for black students and white students of both genders combined were found to be statistically significant. The English I scale scores for black students and white students were also found to be statistically significant. There is no evidence that indicates the achievement gap between white students and black students has closed, according to the Algebra I and English I EOC tests. The Algebra I scale scores for female students were found to be statistically significant. This suggests that the Algebra I achievement gap between females and males narrowed from before the digital conversion to after the digital conversion. The English I scale scores for female students were found to be statistically significant. The presence of statistical significance along with increased average scale scores suggests that the achievement gaps between females and males have closed, according to the English I and Algebra I EOC tests. The Algebra I and English I scale scores for LEP students were not found to be statistically significant. No evidence from this study indicates that the achievement gap between LEP and non-LEP students has closed, according to either the Algebra I or the English I EOC. In addition, a Likert questionnaire was distributed by email to high school certified staff seeking to determine how they perceived the digital conversion. Specifically, the survey sought to know whether teachers believed the digital conversion was the single most important school based initiative to impact student achievement. A Chi Square was utilized to determine the statistical significance of the Likert items. Results of the Chi Square analyses indicated that more survey respondents believed over the last three years that they had attended more technology professional development than Capturing Kids' Hearts professional development. Also, more respondents believed since its inception they have received continuous support while implementing Capturing Kids' Hearts in their classroom more than any other school initiative. Lastly, more respondents believed that what they learned in the first year of technology professional development has increased in subsequent years. [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.]