Among the interventions that the Department of Education (DepEd) intends to implement with respect to disadvantaged or the so-called last mile schools (LMS) are the installation of solar panels to energize schools with no electricity, the provision of internet connection to schools with no internet access, and computerization packages. Implied in these interventions is the assumption that national divides in access to electricity and to information and communication technologies (ICTs) have implications for learning and school performance. In order to validate the assumption that electrification and internet access improve school performance, an exploratory data analysis was performed based on National Achievement Test (NAT) results and data on electrical and internet connectivity using the Python programming language. The impact of electrification of schools on NAT performance is evident, but the analysis does not support the impact of internet access. The findings have implications for prioritization in the provision of needed support for last mile schools, considering the limited resources for education.