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The purpose of this five-month study was to examine and determine the effects of a collaborative intervention program on the academic achievement of selected at risk students. Forty-four (44) at risk students in grades one through eight were selected to participate in this study. Criteria for selection included the following: one or more years behind age or grade-level groups in math and/or reading skill levels; one or more years behind age or grade-level groups in number of credits earned; potential to be school dropout; high rate of absenteeism; adjudicated delinquency; student parenthood; low CTBS/WV-STEP scores; poor grade point average; retention in grade; behavior problems; poor interpersonal relationships; lack of motivation; broken home; low socio-economic status; little co-curricular or extracurricular participation. A control group of forty-four students was also selected from the same school populations and was paired with the at risk counterparts in terms of sex, grade level, and comparable socioeconomic status. The at risk group received an intense intervention treatment (Project C.A.R.E.), while the control group received no such special treatment. Several proven strategies were implemented to positively impact the academic achievement of at risk students: parental involvement was required; college education majors served as tutors and mentors; at risk students worked on personalized computer programs targeted to remediate their determined deficiencies; and a networking system between and among the school, the home, the county board of education, and the community established a cooperative collaborative system to specifically target the at risk students' academic achievements. Students in the project met with their designated tutors for one hour after school two times per week. The first weekly session involved one-on-one tutoring on specific academic deficiencies; the second weekly session involved the use of personalized programs on microcomputers. Although the study was not statistically significant, there were isolated instances of improved academic achievement of several of the at risk children involved in the study.