This quantitative analysis examined the impact of assigning a Chromebook to a student in a one-school-year pilot. Participating students were assigned a Chromebook. Participating and nonparticipating students' grades were examined quarterly through the year. This study's student achievement data considered content area, grade level, and the number of classes in which its use was required. This study is narrow and illuminates only the difference in achievement made within the participating cohort of 167 students in grades nine through 12 compared to nonparticipating cohorts. In each content area, resulting data from scored formative assessments and summative assessments were collected and examined. All student data in the study comes from four teachers who each taught both participating and nonparticipating sections maintaining consistency of instruction. Findings of this study are consistent with research that indicates that there is not a discernible difference in achievement in the first year of an initiative. [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.]