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The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower and higher ends of math ability gained at about the same rate from the pretest to the posttest. The PLATO software worked very reliably over the 3-year period with few system-related problems. The teacher was satisfied with the content and instructional strategies, and the PLATO software enabled greater individualization, allowing the teacher to work with a group of students as the others worked with the PLATO system. (Author/SLD)