This is the report of a three-year demonstration program designed to explore the potentials and limitations in the use of volunteers in inner-city education. Four centers in Chicago supplied sites for training and research. Program emphasis was on one to one tutoring at least once a week for predominantly black and poor primary school children no more than one and one-half years below grade level academically; academic groups were combined with leisure, some auxiliary services, and cultural activities. The research design compared academic achievement in reading before and after tutoring, as measured by the Gates Reading Tests. Participants and control groups were tested. Reactions of tutors and coordinators were gathered, as well as a community study to gather factors affecting organizational stability of centers. Among the findings, one of the major handicaps in the development of volunteer work was the lack of ability on the part of professionals to relate effectively to non-professionals and to help them develop effective skills. [This document is reproduced from the best available copy. Chapter X and appendixes 1-5, although listed in the table of contents, were missing from the original document.] (Author/DM)