San Elizario, Texas, is a border community with a high poverty rate, overcrowded school conditions, and a 60% limited English proficiency (LEP) rate among school students. In 1984, the school district began a cooperative university and school system project to improve Hispanic LEP students' achievement through applied computer technology. In 1987-88, the project provided computer assisted instruction in mathematics, language arts, and computer literacy to 119 students in grades 1-6 and 9-12, plus science and social science to older participants. A comparison of October 1987 and April 1988 standardized test scores showed improvement for most grade levels. The greatest reduction in the gap between participant scores and national norms occurred at grade 11 for composite scores (29%), reading (48%), and language arts (25%), and at grade 6 for mathematics (81%). Questionnaires completed by school administrators and project staff indicated that, compared to their counterparts, project students had lower absentee, dropout, and retention rates, were less in need of specialized services, and were more likely to pursue postsecondary education. Classroom observers found capable teachers providing up to date instruction in appropriate environments, eager and well behaved students, and good rapport between project staff and other school staff. But observers also noted project weaknesses in the infrequent use of native language and home culture materials during instruction. Extensive appendices include questionnaires and observer surveys used; curriculum outlines; software, hardware, and computer book inventories; and standardized test scores and statistics. This report contains 15 references. (SV)