The specific problem that initiated this study was a continually high percentage of students not passing the mathematics section of the state mandated end of course assessment. The purpose of this study centered on determining whether or not laptop interventions, directed towards increasing student success on high stakes standardized assessments (EOC), improved student proficiency on the mathematics section of the EOC. The research question investigated the relationship between learning outcomes among at-risk students receiving mathematics instruction through the Google Chromebook™ notebook and those students receiving traditional methods of mathematical instruction, as measured by the mean posttest scores on the end of course assessment. The foundation for this study encompassed a quantitative quasi-experimental design guided by ANCOVA, using a pretest and a posttest design. Data collection originated from four different ninth grade classes in a southeastern Georgia high school. The results of the study revealed instructional strategies infused with technology did not increase student proficiency scores on the EOC. Further analysis into gains in student learning objectives revealed laptop use positively affected the socioeconomically disadvantaged student subgroup. The largest significant gains in the student learning objectives occurred among the economically disadvantaged subgroup of students.