This study examined the factors that have an effect on student scores on the Florida End-of-Course (EOC) Assessment in four secondary Algebra 1 classrooms using interactive whiteboard tools (IWTs). Four teachers and 335 students were observed in one public suburban school in central Florida during the second half of the spring term. Hierarchical linear modeling was used since the data existed at multiple levels. Student-level data, which included gender, race/ethnicity, and socioeconomic status (SES), were collected via the district and state's data warehouse. Teacher-level data were collected via observations using an observation rubric to determine teachers' levels of interactivity using IWTs, and teacher questionnaires were used to collect teachers' characteristics, which included levels of education, years of teaching experience, and length of time using IWTs. Results indicated that IWTs have a positive effect on student achievement as teachers progress in their levels of interactivity using IWTs. [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.]