Our study seeks to understand how information and communications technologies (ICT) can be deployed in targeted ways to improve high school academic outcomes in an inclusive manner by reducing performance gaps among relevant student demographics. At this initial stage, we focus on science, technology, engineering, and mathematics (STEM), since improving STEM outcomes, especially for traditionally disadvantaged groups, is widely recognized as being crucial to the United States's long-term growth and competitiveness. We present initial findings from high schools in Virginia. Using panel data and fixed effects models, we find that community education level moderates the impact of ICT on STEM performance gaps, but in opposite directions depending on student performance levels. Similar findings for income demonstrate the importance of taking a nuanced look at the impacts of technology on STEM performance, to facilitate targeted allocation of resources for inclusive STEM outcomes.