This study compares the respective achievements of students in an integrated algebra course taught with two different types of handhelds over a period of one year. The experimental group was taught with TI-Nspire handhelds and was compared to the control group taught with TI-84 graphing calculators.  The teachers of each groups received on-going professional development in the same format.  Student achievement was measured via a midyear department test; Fall and Spring semester grades; and New York State Regents exam scores and passing rates.  Results indicated that the group taught with the TI-Nspire outperformed the other group in all assessments, including passing rates on Regents but not on the Regents exam scores. Further analysis indicated that girls outperformed boys in an identical pattern.  No significant differences in achievement by race were observed.

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