Despite prolific access to technology within America's K-12 systems, more research regarding how investments in educational technology affect student outcomes is warranted. A growing body of research has looked at changes in student achievement due to educational technology access. However, often student access within these studies is not well defined. Additionally, measures of student achievement are not always well codified, and not all studies are well controlled. This study investigates student achievement growth for 2,359 sixth-grade students in a one-to-one take-home mobile computer access initiative and compares the results to 2,281 similar students in a control group. Achievement gains were measured utilizing the difference in annual standardized test scores between fifth grade and sixth grade. The results show statistically significant gains of approximately one percent in achievement scores for students in the one-to-one program in both English language arts and mathematics. This study adds to the literature on the quantifiable efficacy of one-to-one programs and supports more investment in research, program design, and taxonomies for educational technology.