This study was conducted to determine the effect on achievement and attendance of providing students with computer assisted instruction (CAI) progress reports. Subjects included 105 at-risk eleventh graders in a remedial program funded by Holiday Inn. In a 5-week period during the summer, subjects were required to attend 5 CAI instructional sessions delivered by a WICAT S-300 computer system. Subjects studied mathematics, language, and reading CAI lessons. They were randomly assigned to either the report or the no-report group. Reports were provided individually, and the no-report group was unaware of the availability of reports. Math calculation tests served as the achievement dependent variable. Course completion served as the attendance dependent variable. Achievement data ANOVA revealed a significant difference between the report and no-report groups. Analyses of attendance data revealed that providing students with reports increased course completion rates across all levels of ability and locus of control. This study provides empirical support for the often advised practice of providing students with CAI progress reports. (2 references) (GL)