Computer-assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer-assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil-level information on the use of a Dutch computer-assisted program and (ii) detailed school-level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective.