In 1970, the U.S. Office of Education, through the Bureau of Educational Personnel Development, initiated a program promoting community-school collaboration, which was called the Urban/Rural School Development Program. Designed to train educational personnel at a small number of schools in low-income communities characterized by student underachievement, it is now active at 26 sites. The purpose of this effort was to demonstrate that federal funds could strengthen the educational resources of the total school community through a joint effort between the school staff and the community. This paper is a descriptive and evaluative report of the first three years of the program. It describes the factors involved in developing the organizational structures needed for community-school collaboration, the variety of patterns that emerged at the sites, and the degree of effectiveness achieved. Chapter two gives a design for the survey and presents a general overview of the sites. The next chapter deals with representation and parity in the school/community councils, while chapter four discusses community involvement. Teacher training activities related to the program are discussed in chapter five. It was concluded that parity in community involvement between the school and its community is a viable and effective possibility. The installation of urban/rural programs did restructure the relationship between the community and the school. The participation of community members had a definite effect on the nature of the training programs developed locally. The School/Community Council has become a workable administrative unit. This program seems to allow community members to have a channel to develop community education and participation. Appendices give data on participating schools, present the survey questionnaires, and give personal profiles on the council chairpersons and school development team managers. (SK)