Such fears are not news to the majority of the businesses that take part, however, and most insist they have drawn up rules to ensure that their programs complement local curricula, rather than compete with them. Also, most businesses insist that their programs often lead to better scores in core subject areas, as well as in science and technology.

Cisco, for instance, tries to design the curriculum at its academies so as to "ignite the interest of students in other subjects," says Kevin Warner, the company's senior director of worldwide education. The goal, he says, is for students to understand "why, if they are a network technician, it is also important for them to write well."

David "DJ" Madden is not thinking about networks right now, nor about reading or math. He's busy using one of PowerUP's Gateways to piece together a recording on a hip-hop site named hookt.com. DJ takes snippets of music available on the site and patches them into the order he wants. He then plays back his composition over speakers, loudly enough for James Beaner, site supervisor for PowerUP, to throw a frown his way.

DJ, who is now 14, says he has wanted to make music since he was five years old. Back then, he says, his older brother was "into old-school rap" and used various electronic instruments to compose his own songs. Until now, however, DJ has never had a chance to make music himself. Though he only began to come to the community center three months ago, DJ already has a new goal in life, he says, which is to win a Grammy award.

Beaner says one of the biggest benefits of having the computers in a community center is that it is indeed a community, and the kids get a chance to work side by side on their computers. DJ, for instance, gets immediate feedback from an audience that he would never have at home. In turn, Beaner says, DJ sometimes takes the time to lean over and help the younger kids.