This report evaluated the Harlem Parents School Community Program designed to provide individual tutorial assistance to 80 elementary school students who were two or more years below grade level in reading and mathematics. Tutoring sessions were held at a neighborhood center Monday through Thursday afternoons and evenings. Workshops and cultural enrichment sessions were held on Friday afternoons. The program also provided referral services for parent and student problems. Parents were counseled and informed of their child's needs, progress, and school activities. Parents and students completed questionnaires concerning the various functions of the center. Tutors submitted weekly student progress reports and met with parents once a month. This report concluded that post test scores indicated no significant improvement in reading comprehension. An assessment of mathematics improvement could not be made because test scores were not on students' records. (JP)