The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this landmark effort. The overarching purpose of the study is to conduct a scientifically based evaluation at the state level to test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The evaluation employs a quasi-experimental research design with 44 middle schools assigned to either treatment or control groups (22 schools in each). Researchers will examine the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. The research also will determine the impact of immersion on student achievement in core subject areas as measured by the Texas Assessment of Knowledge and Skills (TAKS). First-year results reveal positive effects of technology immersion on "schools" (leadership and system support, innovative culture, classroom integration, parent and community support), "teachers" (proficiency and productivity, technology use and integration, collaboration), and "students" (technology proficiency and use, small-group work, school satisfaction, and behavior). In most cases, the sizes of effects suggest that the impacts of technology immersion are of both statistical and practical importance. In contrast to positive effects on school, teacher, and student mediating variables, there were no statistically significant effects of immersion in the first year on either reading or mathematics achievement for sixth graders, who are members of a student cohort that will be followed through eighth grade. Overall, positive findings are compelling in light of evidence indicating that the level of implementation in the first year for 20 of the 22 middle schools was only "partial immersion" rather than "substantial" (2 schools) or "full immersion" (no schools). Appended are: (1) Survey Items and Scale Reliabilities; and (2) Implementation Fidelity of Technology Immersion. (Contains 38 tables, 6 figures and 10 footnotes.) [For "Evaluation of the Texas Technology Immersion Pilot: First-Year Results. Executive Summary," see ED536298.]