Research on microcomputers in education suggests that this new technology may be widening the gap between rich and poor schools and talented and underachieving students. Public schools in poor districts and small parochial schools are the least likely to own computers. One survey indicates that while 66 percent of affluent school districts have computers, only 41 percent of the least wealthy districts have them. Even among schools owning microcomputers, there is the question of how these computers are used in instruction. Wealthier schools tend to conduct classes in computer programming, while less affluent schools offer computer assisted instruction (CAI) such as drill and practice. Little research has been conducted on the success of CAI for disadvantaged students. The studies completed indicate that CAI has a positive effect on disadvantaged elementary and secondary students' computation skills, and on elementary students' language arts skills. On the less positive side, CAI shows mixed results in teaching vocabulary skills and reading to this student population. Schools serving disadvantaged populations must ask themselves whether these students are being served equitably by their exposure to computers, and when they are using computers, whether the curriculum is best suited to their needs. (LP)