The relationship of interactive instructional technology-rich classrooms to high-stakes reading, math, and science test results for fifth grade students

Six categorical independent variables were identified (Gender, Economically Disadvantaged, Ethnicity, Special Education, Limited English Proficient, and Technology-rich Classroom Access) along with one dichotomous dependent variable (TAKS Pass/Fail) to determine if a relationship may exist between students having access to an interactive instructional technology-rich classroom and either passing or failing high-stakes standardized assessments in reading, math and science at the fifth grade level. Through the use of a binary logistic regression model, a statistically significant relationship was noted between students having access to this technology and passing the math and science tests. No such relationship was established for the reading test, however.