This evaluation examines the progress made in the areas of achievement and enrollment by students at the Central Middle Magnet School in the Kansas City, Missouri, School District after the Computers Unlimited program had been in operation for 4 years. The evaluation design used data on student demographics gathered from the Research Office of the Kansas City, Missouri, School District (KCMSD) and from the Central Middle School administrators. Analysis of co-variance was used to determine whether Central Middle computer students scored statistically significantly higher on the Iowa Tests of Basic Skills (ITBS) than a random selection of students from other district middle schools. A student cohort made up of students who had attended the school from 1989-1991 and who were in grades six, seven and eight in those respective years, was also examined and broken down by minority/non-minority status. It was found that results on both enrollment and achievement are mixed, but overall, when compared with the baseline year of 1986-87, there are signs of definite improvement in both areas. Four tables and three figures display the results of data analyses. (ALF)