A multi-year program, Project Homeroom, designed to introduce home-based computing to a select group of high school teachers, students, and their parents was recently conducted in three Chicago-area (Illinois) schools. The Technological Innovations in Educational Research Laboratory at Illinois State University (Normal) evaluated this program. Methods included periodic written surveys of all participants, who included 242 students and 242 parents. Prior research on survey techniques had identified areas of concern in enhancing response rates as follows: (1) sample size; (2) topic salience; (3) method of distribution; (4) instrument length; (5) coercion; (6) response bias; (7) socially desirable responding; (8) leniency bias; and (9) mathematical accommodations. In examining the responses in Project Homeroom, focus was on these concerns. Non-response was the single major controllable source of error encountered. Use of a multiple exposure methodology aided in developing response consistency. The topic was made salient by emphasizing the importance of the research. School authoritarian coercion, resorted to because of original low response, improved the response rate, although it raised the issue of response validity. Systematic coercion appears to be part of the U.S. public school culture, accepted by parents and students. Further research on the effects of respondent coercion is warranted. (SLD)