Research supports that increased student engagement leads to increased student achievement. Seventy-five percent of teachers in the Speak Up 2006 survey reported that technology use in schoolwork has resulted in increased student performance and achievement (Speak Up 2006). Teachers believe that more computers in the classroom are the technology tools with the greatest potential for improving student achievement.

Teachers, parents and school administrators believe that the use of technology devices in the classroom such as laptops, MP3 players and smart phones will increase student engagement in learning (52%), extend learning beyond the school day (43%) and prepare students for the world of work (42%) (Speak Up 2007). Research does support that increased student engagement leads to increased student achievement. Seventy-five percent of teachers in the Speak Up 2006 survey reported that technology use in schoolwork has resulted in increased student performance and achievement (Speak Up 2006). Teachers believe that more computers in the classroom are the technology tools with the greatest potential for improving student achievement.

Other promising tools include:

• laptops for students to use at school
• tools to help parents and teachers communicate, and
• a useful school website (Speak Up 2006)

Student Achievement Examples

• Maine:After implementing the Maine Learning Technology Initiative (MLTI), which provides laptops to students, eighty percent of teachers surveyed reported that student engagement increased. More than 70% of student surveyed reported that they could get their work done with better quality. (Lane and Silvernail 2004).
• Maine: Students in classrooms that participated in the eMINTS program scored 10-20 percentage points higher than students in control classrooms. Missouri - Program evaluation results consistently verify that elementary students in eMINTS classrooms outperform their non-eMINTS peers on all content areas tested: communication arts, mathematics, science and social studies. eMINTS program evaluation reports are available here.
• Michigan: In 2004, Michigan,implemented the Freedom to Learn Program (FTL), a one-to-one laptop program. Eighty-seven percent of the FTL students reported that they are more engaged and 79 percent reported that they are learning more. In 2006, FTL students outperformed non-FTL students in state standardized tests.
• Missouri: Districts from Missouri and eight other states (Arkansas, Illinois, Maine, Minnesota, Nevada, Oklahoma, Texas, and Utah) use the eMINTS program, which provides state-of-the-art technology for students and teachers and professional development for teachers, to engage students and improve student achievement. Students in eMINTS classrooms consistently outperform students in the same schools who are not in eMINTS classrooms.
• North Carolina: In North Carolina, several high poverty elementary and middle schools implemented the IMPACT systemic reform program. The model involves using technology in the teaching of core curricular areas to improve student achievement, utilizing technology coaches and school library media specialists for on-going professional development, as well as learning 21st century skills. In a four year study, students in the high need schools with the IMPACT program have demonstrated that they are 33% more likely to improve one full grade level each year than the control/comparison schools. Student achievement is consistently higher in the IMPACT schools, and teacher retention is 65% higher with this program. College-going rates in Greene County High School, with a modified IMPACT model, increased from 26 to 84% in five years. 
• New Hampshire: A governor's initiative in 2004, implemented the Technology Promoting Student Excellence (TPSE) program, a 1:1 laptop initiative in several struggling middle schools. Based upon an external evaluation, teachers’ believed that the TPSE had a significant impact on student motivation, student engagement, and students’ ability to work independently and in groups. For example, based upon teachers’ beliefs, student motivation increased 94% for traditional students and 81% for at risk/low achieving students and high achieving students. Based upon teachers’ beliefs, student engagement for at risk/low achieving students increased 97%.
• Texas: The Technology Immersion Pilot (TIP), a one to one program implemented in middle schools, demonstrated that discipline referrals went down by over ½ with the changes in teaching and learning; while in one school, 6th grade standardized math scores increased by 5%, 7th grade by 42%, and 8th grade by 24%. A recent article in The Journal succinctly highlights the results in two districts. The evaluation site is: http://www.etxtip.info/.
• Utah: Student performance in four Utah districts that replicated eMINTS showed that eMINTS classroom students outperform non-eMINTS classroom students. Schools also report higher attendance rates and fewer discipline referrals.