The purpose of this research study was to examine the effect of technology, in particular the effect of one-to-one devices in literacy and math academic achievement. The study explored how technology may affect students' reading and math scores. The study involved students from a public school district located in Upstate New York in the county of Chemung. The data analysis was based on the annual Northwest Evaluation Association (NWEA) MAP Growth Rasch Unit reading and math assessment scores to measure student academic achievement in literacy and math. Using a Repeated Measures ANOVA and t-test, the research study examined students' NWEA MAP Growth Rasch Unit reading and math scores for a cohort of five hundred and seventy-eight students. The reading and math scores of the same five hundred and seventy-eight participants in the study were analyzed through the course of two consecutive years following the implementation of one-to-one devices as an instructional tool. The data represented fall and spring NWEA MAP Growth assessment Rasch Unit reading and math scores from 2017 to 2019. The annual reading and math scores were compared to better understand the effect of technology on students' reading and math academic achievement when one-to-one devices are implemented. Results showed noteworthy improvement in students' literacy and math academic achievement after the implementation of one-to-one devices for a span of two 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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]