Policy analysis is the process by which systematically collected information is provided to decision makers. As an integral part of a specific policy setting process and a comprehensive planned change process, such analyses can provide school administrators with much needed information to guide their decisions concerning district-wide microcomputer use. Policy analysis steps include: (1) PIN (problem-issue-need) clarification; (2) question development; (3) data collection, analysis, and synthesis; and (4) identification of alternative policy options and their implications. One way to gain information about potential PINs is to have knowledgeable people report on the conditions in the district regarding uses of computers for instruction (e.g., problem solving, computer literacy, and computer science) and for local and district-wide administrative and support services. Individual and overlapping PINs can become part of a three-point summary focusing on things that are not now PINs, those things that are PINs, and those things that are unknown. Questions can then be formulated to focus the policy analysis, for example, questions regarding curriculum impact, courseware development and evaluation, and teacher training. The specific procedures used will depend on the nature of the questions addressed and the resources available. While the formation of policy options and their implications should fall to the district superintendent and key staff, the details of implementation should be left to those who will be most directly involved. Finally, policy analysis can form the basis of a systematic problem-solving approach to the formulation of policy options and subsequent planning for implementation. A list of references is provided. (JB)