Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Dr. Michael Brooks


The purpose of this dissertation was to determine the effects of socioeconomic status, gender, native language, and 1:1 initiative participation on academic performance as measured by ACT composite scores for 11th-grade students in seven high schools in Southwest Arkansas. In this study, 1:1 initiative participation was defined as providing all students in a school with a laptop or other mobile-computing device for school and home use each day. Scores chosen for this study were from the 2017 and 2018 11th-grade students in seven high schools in Southwest Arkansas. The samples were chosen from the two main accessible populations, which included scores from students in the four schools participating in a 1:1 initiative and scores from students in the three schools not participating in a 1:1 initiative. ACT composite scores were used to provide the academic performance data for the dependent variable used in each hypothesis. During the spring semesters of 2017 and 2018, the ACT was administered to 11th-grade students across the state of Arkansas including students from the seven high schools in Southwest Arkansas. For the three hypotheses, none displayed a significant interaction effect between 1:1 initiative participation and its moderator variable. Additionally, the main effect for 1:1 vii initiative participation was not significant for the three hypotheses. Similarly, the main effect for gender was not significant for Hypothesis 2. However, the main effects of socioeconomic status in Hypothesis 1 and native language in Hypothesis 3 were significant, regardless of their 1:1 initiative participation.

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