This report evaluates the success of the Home-School-Community Agent (HSCA) project which was implemented for the 1988-89 school year in 8 high schools and 11 middle schools in Ohio. The primary purpose of the project was to help disruptive pupils make a positive adjustment to elements that interfere with their success in school. One objective of the project was to have the HSCA serve as a liaison to the home, school, and community to promote understanding and provide assistance for the pupils' adjustment to the school environment. Another main objective was to have 50 percent of the selected pupils show a more positive attitude toward teachers, education, and school behavior, and to demonstrate positive adjustment to those elements in their lives that interfere with school success. The program was evaluated by using data from the following sources: (1) Demos D Scale; (2) Pupil Entry Information Sheet; (3) Pupil Census Form; (4) Pupil Questionnaire; (5) Professional Staff Survey; and (6) HSCA Log Sheet. The data indicate that the project was successful in helping pupils make some positive adjustments to the disruptive elements in their lives. One reference is included, along with 16 tables. Dropout probability statistics by grade and copies of the measurement instruments used are appended. (Author/JS)