The Apple Classroom of Tomorrow (ACOT) program was designed to study what happens when "tomorrow's" educational resources, such as individual computer support, are available in the classroom. Student achievement and attitudes were evaluated at five elementary school and secondary school sites located in four states and encompassing urban, suburban, and rural communities. Data were collected during the third year of the program, using the School Technology Assessment/Research (STAR) model developed at the Center for the Study of Evaluation at the University of California (Los Angeles). The study focused on student outcomes and the appropriateness of the evaluation model. The Iowa Tests of Basic Skills, the Iowa Tests of Educational Development, the School Attitude Measure, an instrument assessing motivation and attribution, and student essays on the topic of computer use were used. The outcomes studied were standardized test achievement, performance in written composition, and student attitudes. Numbers of students varied for site and measure; data is displayed on tables. The baseline data collected provide no clear idea of ACOT success or failure, although data on achievement, writing, and attitude suggest that ACOT participation is not depriving students in any way. The findings and less formal data collection suggest potential modifications to the model, including the following: (1) reducing emphasis on local sites as the audience; (2) reviewing the feasibility of integrated cross-site data; and (3) exploring the extent to which the contexts in which ACOT is embedded create obstacles to its success. Some suggestions are made for the direction in which ACOT may evolve. A 9-item list of references and an appendix containing 45 graphs are included. (SLD)