Public K-12 schools are making major investments in digital education for a range of instructional purposes that are intended to help to raise academic achievement. As digital instruction is incorporated into K12 public schools, it is critical to ensure that both the chosen technology and modes of delivery are being effectively utilized to increase learning, especially for those students who face significant barriers in our schools. This research project addresses critical questions about individual, classroom, school-level and other policy and institutional factors in the implementation of digital educational tools that could support or impede their effective use, particularly among low-income student populations in urban settings.