This evaluation of the 1989-90 Home-School-Community Agent (HSCA) Project in Columbus (Ohio) found mixed success. The role of the HSCA was to help disruptive pupils make positive adjustments to those elements in their lives that interfered with their success in school. Nineteen HSCAs were each assigned 60 "disruptive" students drawn from 11 middle schools and 8 high schools. Evaluation information for a sample of program participants was drawn from the following: (1) pretest-posttest scores on a measure of student attitudes and the probability of dropping out; (2) student background information; (3) student and staff surveys; (4) HSCA activity logs; and (5) evaluations of HSCA inservice training sessions. The following findings are reported: (1) less than 50 percent of the participants demonstrated improved attitudes and a lower probability of dropping out at the end of the program; (2) more than 50 percent of the participants demonstrated improvement in relation to the original reasons for their referral to the program; (3) the students and staff thought that the HSCA's role as liaison between the school, the home, and the community was important; and (4) HSCAs did not find most of the inservice training sessions to be helpful. Statistical data are presented in 16 tables. Six tables of statistical data illustrating dropout probabilities by grade, and copies of seven evaluation instruments are appended. (FMW)