This research examined digital equity between two middle schools - one that was majority minority and low socioeconomic status, and one that was historically white with a more even demographic distribution. The study found that students at the white school were more likely to use technology both in and out of school for communication, creation, and other activities. Specifically, teachers at the white school used digital tools for teaching more, and students there used technology more in their coursework. While minority students at both schools used technology more outside of school, minority students at the white school also used technology significantly more during school compared to those at the majority minority school. The results indicate differences in access to and use of technology between socioeconomic and racial groups.