Albuquerque (New Mexico) public schools used a Title IV Part A grant to improve academic and behavioral functioning of American Indian elementary and secondary school students. The program's focus was tutoring provided to 899 Indian students from Canoncito Navajo Reservation, the Isleta Pueblo, and the city. A project coordinator, a resource teacher, and 34 tutors served 18 elementary schools, 16 middle schools, and 10 high schools in the district. The program achieved its two academic objectives. During the 1986-87 school year, elementary and middle school students mastered an average of eight competencies each in mathematics and language arts. Ninety percent of these students mastered at least four mathematics competencies; 69% mastered at least four language competencies. Students in grades 6-12 made a mean gain of 1.23 points in grade point average on a scale in which A plus equals 13 and F equals 1. Behavior ratings fell short of the objectives, but 75% of teachers felt that the observed improvement justified the time spent out of class. Eighty-five percent of teachers thought the program was somewhat or very successful in meeting student needs. The Parent Advisory Committee (PAC) held 17 meetings, 3 public hearings, and 3 parent training sessions. The working relationship between the PAC and project administrators was commended in the State Department of Education audit report. Includes eight data tables and recommendations to improve math tutor training and academic skills evaluation instruments. (SV)