Integrated technology within a learning environment has become a common instructional expectation in public schools. Many school officials are embracing constructivist views that students learn best within a blended learning environment that promotes active learning by anchoring skills and concepts affiliated to real-world activities. This quantitative study examines how Algebra I students perform on high-stakes test after engaging in a curriculum of integrated technology. In order to answer the research question, one should determine if there is a significant difference between Algebra I End-of-Instruction (EOI) test scores for students that received blended instruction and scores for students that received only face-to-face instruction. This non-experimental study used 82 Algebra I participants from two different rural schools in Oklahoma. A group of 41 students engaged in a blended learning environment by working in a computer lab and the second group engaged in a traditional face-to-face learning environment. Both groups took a pre-test entitled Alpha Plus and after 9 months of instruction, both groups took the End-of-Instruction (EOI) Exam. The high schools involved shared commonalities, in that they both had high percentages of students who are classified as (1) student minority, (2) low socio-economic, (3) similar teacher training, and (4) were classified as a priority school. The data showed that there was no significant difference between the two groups, even though the blended (experimental) group did show higher test scores versus the face-to-face (control) group. Technology integration has attributed to the increase of students gaining knowledge and accredited toward the advancement of how teachers teach with technology (Lee, et al., 2013). Teachers are the most important factor when designing a curriculum that is conducive to student learning, and technology integration is an important tool when delivering content and encouraging active learning. [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.]