The research literature on computer based (assisted) instruction is mixed. Some researchers say it improves and motivates student achievement. Some researchers say it has no effect on learning. Alarmingly, the data on eighth grade performance in math is low across the United States. In the state of Georgia there are gaps in the performance of subgroups of students in math. No Child Left Behind (NCLB) mandates that educational leaders provide opportunities for teachers to integrate technology in the classroom. Little is known about the effects of SuccessMaker(TM), a computer based instruction, on NCLB subgroups in eighth grade. The purpose of this study was to see the effectiveness of SuccessMaker(TM) on selected NCLB subgroups as implemented by principals. A sample of 500 eighth grade students from four Title I schools were participants in this study. Schools A and B (N = 250) implemented SuccessMaker(TM) for three years as a supplement to the math instruction received in the classroom. Schools B and C (N = 250) used no computer based instruction to supplement math instruction. Four 2 x 2 ANOVAs were used to analyze the 2009 Criterion Referenced Competency Test math scores. The results of the ANOVA, indicated that there was a main effect on ethnicity (p = 0.00) and disability ( p = 0.01) status. There was no interaction between instructional strategy and subgroups. The implications of the findings is that implementation of computer based (assisted) instruction is key to the success of a program. Future research on SuccessMaker(TM) is necessary before a definitive conclusion can be reached regarding the effective on student performance in math as measured by the CRCT. [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.]