Secondary schools in the US and internationally have dramatically expanded students' access to the internet in the classroom. Students at many schools now have continuous access to the internet via a school-provided or self-owned device. The ubiquity of student access to the internet represents a large investment of time and money by schools, and also represents both opportunities and risks to student learning. This study analyzed student achievement data from 196 students from an American-style international school in mainland China that used a BYOD model where each student had an internet-connected Macbook laptop available for use during class. The study used an ordinary least squares regression model to determine the relationship between internet use (across a variety of categories) and student achievement, after controlling for background and prior achievement. The OLS regression models, which used a variety of outcome measures for student achievement and also employed a blockwise design to show the change in variance for each step, found that most types of internet use had a null relationship to student achievement. IM and social media use had a negative relationship to spring NWEA MAP language and math scores; however, the addition of internet use variables explained only 1% and 3% of the further variance in the MAP scores, respectively. The control variables, especially prior student achievement, explained most student achievement. [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.]