A long-standing question in educational research and policy discussion turns on whether technology-based instruction can improve academic performance. Finding a convincing answer to this question is important because school systems across the country have invested and continue to invest very large sums on new instructional hardware and software. But a clear answer remains elusive. A large body of research on the subject contains contrary findings. One factor that contributes to lack of clarity may be absence of studies that use longitudinal data on individuals to track change after appearance of initial differences or non-differences between students that do and do not use technology-based learning in school. The present study addresses this issue by analyzing differences in Texas Assessment of Knowledge and Skills (TAKS) test scores of students in the Garland Independent School District (GISD) that started in traditional classes and then divided themselves between these and technology classes. Findings are consistent across elementary, middle and high school levels. Study in technology classes did not have statistically significant effects, at alpha = 0.05, on reading and math test scores. [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.]