Preliminary research on the distribution and use of computers in public schools indicates the existance of socioeconomic, regional, and sex inequalities. Inequity is found in the ownership of computers by non-Southern schools and by schools serving students from middle and high socioeconomic levels. Within schools owning computers, inequity is found in the allocation of work time at the machines and the lack of programming classes for all students. Because computers seem destined to play a critical role in the economic structure of the future, educators and parents must begin work immediately to plan ways to insure equal computer education for all students. (LP)