ABSTRACT
It is natural for community members, educators, policy-makers, and other interested persons to inquire about the worth of any innovative educational program. Such questions arise out of concern for whether the innovative program should be continued or, if the program is not already underway, whether similar efforts should be initiated. In considering the IBM program, these questions are of consequence. Clearly, the worth of the IBM program has implications for a variety of constituencies. At the school level, administrators participating in the original effort must decide whether to continue supporting the program beyond the start-up period. Similarly, those in other schools wanting to develop computer-education curricula must consider whether to implement a similar program. At the state and federal levels, policymakers must decide whether aspects of the IBM model are worth incorporating into their plans for computer education.
