Designed to improve student achievement in reading, language arts, and mathematics, the computer-assisted instruction (CAI) program in the Newark, New Jersey, schools comprises a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English. An evaluation of the program's effectiveness showed that: (1) the regular CAI program for mathematics and reading was more beneficial for students qualifying for remedial services than for average achievers; (2) the most effective management strategies were affective encouragement in reading and coordinated instruction in mathematics; (3) elementary students in the enrichment program scored higher in vocabulary but not in reading comprehension than nonparticipants; (4) students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications; (5) ninth grade algebra students in the program scored higher than nonparticipants in math computation but not in concepts and applications; (6) students in the bilingual program who were initially the most proficient in English had the smallest returns, but spent the most time on the computer; (7) the reading comprehension component was more effective for sixth grade students than for fourth and fifth graders; (8) CAI-developed skills in English proficiency at the primary level seemed to have no effect on academic achievement; and (9) participation in the CAI program did not significantly assist the performance of students in the upper grades in either English proficiency or mathematics. Six recommendations based on these findings conclude the report. The text is supplemented by 76 tables and 6 appendices that include 2 extensive companion studies: (1) "Reading Competencies and Reading Comprehension"; and (2) "The Impact of Computer-Assisted Instruction on Mathematics Learning Gains of Elementary and Secondary Students." (EW)