The Home-School-Community Agent (HSCA) Project of the Columbus, Ohio Public Schools was successful in identifying disruptive pupils and helping them make some positive adjustment to those aspects of their lives that interfere with their success in school. Even though definitive gains in pupil attitudes fell slightly below the project goal, the project was considered valuable by pupils, HSCA staff, and school staff involved in it. The project was implemented during the 1985-86 school year by 20 Home-School-Community-Agents who served in eight high schools and 12 middle schools. Each HSCA worked on an in-depth basis with approximately 60 pupils who had been identified as disruptive and served as their liaison with the school. This evaluation of the HSCA Project used questionnaires to collect data on pupil attitude, elements obstructing achievement, pupil progress, pupils' perceptions of the Project, and school staff perceptions of the Project. Of these pupils, 108 (49.5%) demonstrated some positive change in their attitude toward teachers, education, and school behavior. Two appendices to the evaluation provide the following: (1) a list of dropout probabilities by grade; and (2) survey instruments used for data collection. (PS)