A study determined whether participation in a project using personal computers in the classroom to teach the writing process enabled students to improve their writing performance. One middle school from each of Delaware's 16 districts participated in the program. The project goals were incorporated into a set of four process and three outcome evaluation questions which formed the framework for the evaluation design. Results indicated that: (1) adequate orientation and training were provided to the schools; (2) most program sites started on time and implemented the program as planned; (3) a few of the schools did not take advantage of the special training opportunities and technical services offered; (4) on-site evaluation and monitoring of the first year was essential; (5) students' writing skills were enhanced through the use of computers within the context of the process approach to writing; (6) students enjoyed writing more when using computers in conjunction with their normal writing instruction program; (7) students enjoyed using the computer for learning and practicing their writing skills; (8) teachers enjoyed using the computer for writing instruction; (9) variables fostering continued implementation were support from the school district, teachers' increased knowledge and comfort, and student interest in and support of the practice; and (10) variables mitigating against the program were the limited number of computers, lack of school or district support, large class size, and lack of student interest. (Six tables of data and a figure describing the evaluation design are included.) (RS)