A parent training model utilizing rural Utah (Box Elder County) parents whose children had been identified by their teachers as among the lowest three in their classes in reading or mathematics performance examined the academic performance of 150 students in grades 2-6 derived from 9 elementary schools (5 schools in the treatment group and 4 in the control group). Utilizing self-contained paper and pencil instructional packages (revised via formative evaluation procedures), the program included pre- and post-testing with the Wide Range Achievement Test (a standardized measure; and the Parent Teaching Package Test (a criterion measure assessing 11 areas: sound symbols, blending sounds, word recognition; vocabulary building; number skills; addition; subtraction; multiplication; division; carrying and borrowing; and time telling). An analysis of covariance was computed using the pre-test means as the covariate for the nine subtests in order to compare the adjusted post-test means of the experimental and control groups. None of the nine test results reached the .05 level of significance. Analysis of monitoring procedures (teacher based) indicated that the treatment was not fully implemented. Data clearly indicated that the total treatment system was not effective and that future efforts should include a different administrative procedure. (Author/JC)