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Technology is being integrated inside classrooms to aid in student engagement, learning, and academic growth. The accessibility to mobile devices is on the rise in educational institutions. The change is known as 1:1 computing, U-learning or Ubiquitous learning Schools are implementing these initiatives to enhance learning in all grade levels and to provide access to all students to close the achievement gap. Highly revered theorists in the field of education were Piaget, Vygotsky, and John Dewey. These theorists based their work on social learning theory. They believed and supported the importance of social interaction with children for successful learning and development. The purpose of this dissertation was to determine if and to what extent there are differences in benchmark assessments in English language arts scores and mathematics among a group of low SES Native American students following the implementation of the 1:1 initiative, across the academic years 2015-2016 and 2016-2017 in two high schools located in Arizona. Scores used in this study were taken from the Galileo K-12 Online Pre-Built and Customized Interim assessment. This quantitative, causal-comparative study identified any differences in benchmark assessment scores in English language arts and mathematics among low SES Native American students (one-group) in the academic school year 2015-2016 and 2016-2017 following the 1:1 initiative. The results revealed that there were significant differences in English language arts scores for sophomores after the 1:1 initiative had been implemented but no significant differences in mathematics scores. [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/en-US/products/dissertations/individuals.shtml.]