The Elementary At-Risk Program was an intensive counseling, guidance, community outreach, and family case-management support system for a selected group of acutely at-risk students (approximately 60 students at one level and 180 students at another) in eight Houston (Texas) Independent School District (ISD) elementary schools. Social worker services were the central feature of the support system, which was designed to provide a supportive and nurturing home and school environment in which the academic and affective problems of the students could be effectively addressed, thereby giving them the disciplinary temperament and resolve to appreciate learning, stay in school, and improve their academic performance. This report evaluates the effectiveness of the program in improving student self-esteem, attitude toward school, class attendance rates, and academic performance. The concurrent and multiple measures of program efficacy included social worker evaluations, teacher assessments, attitude surveys, self-esteem scores, class attendance rates, and standardized test scores of program students. Findings indicate that the program was instrumental in improving students' self-esteem and attitude toward school. Attendance rates and academic performance indicators did not show any improvements. Statistical data are provided in five tables and three figures. A 14-item list of references is included. (Author/SLD)