This report examines the achievement and enrollment of students at the Central Computers Unlimited Magnet High School in Kansas City, Missouri, through its third year of operation. The school offers special emphasis in computer science and technology including programming, maintenance, and operations. The evaluation design focuses on the effectiveness of the magnet program in terms of achievement outcomes, as measured by Tests of Achievement and Proficiency (TAP) and the Missouri Mastery and Achievement Test (MMAT), and progress in court-ordered desegregation. Achievement performance was examined for a ninth grade cohort and the TAP scores of the Central Computer high school students were compared statistically to a random sample of students in other district high schools. Progress in court-ordered desegregation was measured by enrollment data that were reported to the district. The results of this evaluation show that reading and math achievement scores for a cohort of students who started at Central rose slightly during the time of the study. Students from other magnet high schools had higher achievement scores than Central students, but the differences were not statistically significant. Progress toward attaining an enrollment of 60% minority, 40% non-minority students has been made at a minimum of 2% each year. Six tables and three figures display the results of data analyses. (ALF)