ABSTRACT
As precollege programming instruction becomes more and more widespread, it is useful to examine the potential and actual outcomes from such instruction (see Dalbey & Linn, 1985, for a review of research). The avowed purpose of precollege programming instruction typically is to teach a language such as BASIC as well as to teach problem solving. In this paper, we first identify an ideal chain of cognitive accomplishments from program-
ming instruction and then assess the progress of students in programming classes at six diverse middle schools.
