This causal comparative mixed-methods study details if students in Grades 4 and 5 from Title I schools, who had access to one-to-one devices in school prior to the COVID-19 pandemic had an academic advantage over students who did not have access to one-to-one devices. Specifically, Arizona state assessment scores from three elementary schools from District One, who had access to one-to-one devices, were compared to five elementary schools from District Two, who did not have access to one-to-one devices. Utilizing two independent t-tests, there was no statistically significant difference in mean scores between the two subgroups. Through a two-phased explanatory model, a survey was sent to participants who could detail the technological resources and skills that were available to students and teachers prior to the pandemic and which digital skills and resources were needed during remote learning. The survey results indicated that although technology and professional development were available to District One, they did not outperform their peers in District Two who did not have one-to-one devices. Although policy makers have made it a priority to increase access to technology and the internet, schools continue to lag in utilizing technology in meaningful ways. Further research from school and district leaders could provide beneficial details on how best to motivate teachers and students to utilize technology, how to best support the use of technology with professional development and proper infrastructures and understand the benefits of utilizing technology in meaningful ways. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]