The objectives of this investigation were (1) to identify functional informal school-community relations programs in the 73 largest U.S. school districts, and (2) to provide information for educators wishing to organize similar programs. Data from questionnaires sent to the 73 districts revealed that 20 districts had informal school-community relations programs and that two-thirds of the 63 districts reporting made use of community advisory committees. It was also ascertained that the four most important responsibilities of community relations personnel were (1) collecting concerns of community members, (2) reporting to community members, (3) preparing inservice training for school staff, and (4) counseling with parents. (Author/MLF)