This report reviews student usage of microcomputers in schools and the effects of microcomputer use on their academic achievement. Data was collected using: (1) a national survey from the 1989 international "CompEd" survey of the International Association for the Evaluation of Educational Achievement; (2) a 1989 survey of teacher attitudes conducted at Bank Street College; and (3) a 2-year experiment on the use of computer assisted instruction in mathematics. It is noted that, although a wide variety of computer software is currently in use, it is used predominantly to support traditional teaching styles and in teaching word processing and programming. It is concluded that although computer availability is important, the most important factors determining whether teachers use computers effectively are planning time and teacher attitudes, style, and background. Data are presented in narrative and tabular format. (10 figures and 6 references) (DB)