This study was undertaken in the fall of 1987 to investigate the differences between schools with long-established and newer instructional computing programs, and to test the assumption that experience indicates superior program quality. Seventy-three elementary schools believed to have developed outstanding instructional computing programs were divided into two groups according to the longevity of their instructional computing programs and surveyed to determine: (1) the ratio of students to computers; (2) the ratio of computers to teachers; (3) total computer-related expenditures; (4) total computer budgets for a 2-year period; (5) the presence or absence of computer expenses as a permanent budget line item; (6) the number of years for which instructional computing programs were planned; (7) the extent of teaching staff involvement; and (8) the allocation of computer time to programming, computer-assisted learning, and other applications. The established program group surpassed the newer group in all measurable categories, leading to the conclusion that program quality generally corresponds to program maturity. It was also found that the established group devoted more time to computer applications and less to computer-assisted learning than the newer group. Data for each of the variables for the two groups are displayed in a table. (NRP)