In the 1980-81 school year, the Title I program in Lafayette Parish, Louisiana, initiated research into the effectiveness of computer-assisted instruction (CAI) for mathematics in grades 3-6. Children from two lower socioeconomic area schools, who were one or more years below grade placement but were already making gains of 6-9 months due to an effective pull-out math lab took part in the CAI study. Students from both schools were matched, and members of matched pairs were randomly assigned to either the CAI group of non-CAI group. Both groups continued to receive standard math lab instruction, the experimental group received 10 minutes of daily CAI. Pre- and post- evaluations showed educationally meaningful grade achievement gains and grade equivalent gains for the CAI group. Though not as rigourously controlled, data from the previous year concurred with the 1980-81 results. Funding cuts in 1981-82 brought an end to the math lab for Title I students (grades 5-8) who, in addition to regular classroom instruction, were now given 10 minutes of daily CAI drill. Gain scores were superior to the gains made in the experimental program of 1980-81. There was no comparison group, however. In 1982-83, results for all students were obtained in a standard score format, and comparison data from the State and nation were obtained. Results demonstrated stable, sizeable, and meaningful gains for CAI students, as compared with non-CAI students in Lafayette Parish and with State and national results, showing that daily CAI practice enhances the process of remediation. (CMG)