The U.S. Department of Education is supporting a 3-year program involving Virginia Tech's computer department and a rural public elementary school. The project seeks to determine whether immersive access to networked computing by students and their families has measurable effects on long-term student achievement. A fifth-grade classroom was designed with a networked computer for every two students; the university is lending a computer for an extended time period to the family of each participating student. After training together, fifth-graders (randomly selected) work with parents on a child-centered curriculum that encourages reading, writing, exploration, collaboration, and critical analysis. Two control groups are used to assess long-term effects on student achievement. Preliminary findings suggest that the PCs for Families Program is well-regarded by both parents and children. Many children are strongly influenced by the program, and most experienced a renewed connection to learning. The technology has not built social capital, but helps families predisposed to active involvement. Researchers were unprepared for some families' weak parenting abilities and lack of competence. Next year, the program will stress family integration and parenting skills. Key program elements are discussed. (MLH)