The purpose of this study was to investigate in what ways and to what extent Parent Advisory Committees on Title I Elementary Secondary Education Act (PACT) and school authorities influenced each other in regard to decisions concerning Title I programs. By means of a descriptive analytic case study approach, the interactions of the PACTs and school administrations in Rochester, New York and Geneva, New York were compared for 1969-1973. Comparisons were made of the composition of the committees in the two cities. The ways in which the committees dealt with similar issues were also compared. These issues included: (1) the organization of PACT; (2) the relationship of PACT and school district authorities; (3) jobs for community people in Title I programs; and, (4) racial polarization. In addition, a balance theory was developed to provide the comceptual framework for this study. Data for the study were collected in a variety of ways. These included: (1) observation of regular and committee meetings; (2) analysis of numerous official and informal documents; (3) focused or informal interviews; and, (4) open ended questionnaires and biographical profiles. The balance theory did provide a useful conceptual framework for analyzing the relationships between a bureaucratic organization and a community group, it was concluded. (Author/JM)