Computer-assisted instruction was utilized in seven separate programs at Stanford involving children. In the Brentwood Mathematics program, multivariate data analysis for 73 first graders led to identification of factors affecting performance on mathematical problems. In the reading program for first and fourth graders, progress was made in curriculum development, and student behavior was observed and recorded. Extensive computer time was recorded for the drill-and-practice mathematics program for elementary students in four states, and plans were made to expand the program. Performance data for the 170 students in the tutorial logic and algebra program were analyzed, and better student dialogues with the machine were planned. Several changes were instituted in the dial-a-drill program for 14 students. The elementary Russian program continued, and the spelling program to develop optimal methods for individualized, computer-based spelling instruction generated data for the 65 children involved. A series of hardware problems plagued the Stanford PDP-1 system and the Stanford-Brentwood system, but software operations were very stable. (RS)