In an effort to provide information about the effect of computer use in schools on student achievement, attitudes, dropout rate, and learning time, a review of instructional computing research analyzed studies done between 1980 and 1987 using statistical summary procedures. Reviewers used a meta analysis procedure to calculate effect size as they focused on the impact of microcomputer use in specific areas and with specific kinds of students. Thirty-eight published and unpublished studies and 44 dissertations were reviewed. While computer-based instruction was shown to be potentially effective in most educational applications, computer-using educators are advised to keep the following in mind: (1) since significant results have been found at all grade levels, current data cannot be used either to increase or decrease use of computer applications at any particular grade level; (2) computer uses in all content areas except English as a Second Language (ESL) seem productive, and science may be an especially promising area; (3) using computer applications seems to significantly improve students' attitudes toward school and subject matter, but insufficient data exist to indicate that better attitudes have any impact on achievement or on dropout rate; and (4) while most types of skills profit from computer applications, word processing and use of Logo to enhance creativity and problem-solving skills are especially promising. (4 references) (GL)