Efficient and convenient comprehensive information systems, long kept from coming into being by a variety of obstacles, are now made possible by the concept of distributive processing and the technology of micro- and mini-computer networks. Such systems can individualize instruction, group students efficiently, cut administrative costs, streamline program evaluation, support policy-making, and foster more and better educational and psychological research. Abuses are also possible, including invasion of privacy, overreliance on data at the expense of reasoning or prompt action, and overemphasis of education's scientific aspects. Nonetheless, as school populations grow and diversify, and schools emphasize skills more and values less, education must become more systematized. Today growing professionalism in administration, research, and evaluation and improved organizational and educational theory facilitate scientific decision-making. Finally, recognizing that organizational decisions must relate to individual needs, we can use computers to improve learning and school operations. The first of two appendixes, a guide to the Portland, Oregon, school district's Student Information System, includes instructions for keyboard use, sign-on, and three programs. The second appendix is the district's "1983-84 Instructional Technology Plan Status Report." (MCG)