The purpose of this quantitative causal-comparative study was to determine the extent of differences in student SAT scores before and after implementation of a 1:1 Chromebook program. Technology engagement theory postulates that the use of 1:1 devices increases student engagement, which should lead to higher achievement. Two research questions (RQ) were posed asking whether there was a statistically significant difference in SAT scores before and after implementation of a 1:1 Chromebook program. RQ1 focused on SAT-English scores. RQ2 focused on SAT-Math scores. Each null hypothesis of no statistically significant difference was tested from a sample of 80 student records before and 80 student records after a single private high school in Oregon implemented a 1:1 Chromebook program. The sample was randomly stratified from all provided school data to equalize across each year of the 5-year prior and 5-year post-implementation date periods and by student gender. Two-tailed independent samples t-tests found no significant Chromebook status difference in student SAT scores. For RQ1 SAT-English, the result was t(158) = 0.16, p = 0.876. For RQ2 SAT-Math, the result was t(158) = 0.31, p = 0.759. The study provided an opportunity to use a nationally standardized instrument to assess the student achievement benefit of integrating 1:1 technology that had been lacking, but suggests further research is needed. [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.]