With the advent of computer technology, students can now be informed about their progress and provided feedback limited only to the level of efficiency. For the 1999-2000 school year, a computer reporting program, TigerNet, was instituted in a junior high school in Pennsylvania. Through a year-long investigation, data were collected to determine the effects of TigerNet on academic performance. Achievement data were available for 394 students, and parent responses to a questionnaire were received from 460 parents. A path analysis reveals a direct, positive relationship between student use of the system and academic performance. There is also a positive relationship, in an indirect sense, between teacher use and academic performance. This paper discusses the ramifications of these two positive relationships, and how these results are shown in the light of a qualitative analysis of parental responses. The Academic Achievement Motivation Survey adapted from I. Russell (1969) and the parent involvement survey, adapted from T. Keith and others (1993) are attached. (SLD)