To what extent can educational technology help schools close achievement gaps? What types of educational technology can administrators, teachers, and students use to help close achievement gaps? What kinds of educational technology practices and policies can help schools close achievement gaps? In order to address these questions, the North Central Regional Educational Laboratory (NCREL) conducted case studies of 19 high-performing, high-technology schools that have predominantly low income, African-American, or Latino student populations. NCREL's case studies were designed to discover characteristics of high-performing, high-technology schools that may contribute to the academic achievement of low income, African-American, and Latino students. Previous studies in both the qualitative and quantitative literature have typically proceeded from a specific technology or use of technology to a consideration of its effects on some measure of student achievement, ranging from instruments designed by teachers or researchers to standardized tests. In contrast, this study proceeds from success on state achievement tests at the school level to a consideration of what technologies successful schools use and how and why they use them. The initial research questions for NCREL's case studies of high-performing, high-technology schools were as follows: (1) What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?; (2) What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?; (3) What types of educational technology do administrators, teachers, and students use in high-performing, high-technology schools?; (4) What types of educational technology do administrators, teachers, and students use in high-performing, high-technology schools?; (5) What educational technology practices do administrators high-performing, high-technology schools employ?; (6) What educational technology policies do administrators and teachers in high- performing, high-technology schools implement?; (7) How does the technology capacity of high-performing, high technology schools affect administrator, teacher, and student use of educational technology?; and (8) What resources, strategies, and structures do schools use to become high-performing and high-technology; to what extent are these integrated with other school improvement efforts? The challenging and cohesive learning environment at the case study schools is attributed primarily to affective factors; most frequently to an atmosphere of caring and high academic expectations. However, physical characteristics of the schools support the challenging and cohesive learning environment in general and the use of technology resources particularly within that environment. All of the high-performing, high-technology schools have computers in classrooms and almost all have at least one computer laboratory. Teachers very rarely describe problems with inadequate physical space or inadequate access to computers. [This report was produced by Learning Point Associates.]