Based on responses to a state survey, 173 public elementary schools of Dade County, Florida, were divided into three groups: those who had no instructional microcomputers; those who had them, but did not offer courses in programming; and those who had them and also offered programming. Aggregate measures of faculty characteristics (level of education, salary, ethnic identity) by school were examined with respect to their contribution to student achievement measures. The percent of faculty with higher degrees correlated higher with student achievement in the group of schools offering programming. However, none of the faculty variables was found to make any appreciable contribution to student achievement in any group, independently of more general variables measuring aspects of student ethnicity and community wealth. (Author/TE)