The purpose of this study was to determine if students in identified Illinois high schools who were a part of a one-to-one (1:1) laptop program achieved higher results on the computer-based Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment than students in identified Illinois high schools that did not participate in a laptop program. In addition, gaps between males, females, large high schools, and small high schools were analyzed to discern if laptop programs possibly helped close achievement disparities. This study used a quantitative, non-experimental design that focused on a causal-comparative analysis of archival data from the 2014-15 school year. Participants were students in identified Illinois high schools who were administered the English/language arts and math components of the computer-based PARRC assessment. Results showed no statistical significance in English/language arts achievement scores between students who participated in a 1:1 laptop program and those that did not participate in a 1:1 laptop program. As for the math portion of the PARCC, there was a statistical significance as students that did not participate in 1:1 laptop programs scored higher than students that participated in 1:1 laptop programs in all areas except for students in small high schools. Students in small high schools that participated in 1:1 laptop programs scored significantly higher than their counterparts that did not participate in 1:1 laptop programs. The findings from this study indicated that 1:1 laptop programs may not increase student achievement on computer-based assessments. [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.]