There have been resounding national calls in the past several years to improve the academic achievement and social competence of students in public schools, especially students in low-performing K-12 schools that include low-income students of color in the nation's urban communities. Many educational stakeholders--students, teachers, administrators, and family members--have become involved in providing personal, material, and financial resources for improving student achievement and social competence in areas such as curriculum and instruction, professional development, and academic support programs. Community stakeholders, including elected officials, college and university representatives who work to align K-16 student knowledge and skill requirements, workplace representatives who will hire students as future employees, and funding officials of educational programs such as the federal government and foundations have also been involved in these efforts. One type of student academic support program that continues to receive national attention is the school and community partnership program, including partnerships with colleges and universities. Many stakeholders who provide program resources want to know if and how programs work, especially in times where educational needs are greater than resource availability. Research indicates that many of these partnership programs have positive impacts on student achievement, and this includes low-income students of color in low-performing schools. Given the growth of these programs, there is a need to address program evaluation issues. This article focuses on evaluating the co-construction of a school-based family, school, and community partnership program for black students in a low-income urban high school. This intervention, the Family, School, and Community Partnership Program (FSCPP), is one of several academic support programs that seek to improve student academic achievement and social competence in secondary schools in the Talent Development Secondary School Project (TDSSP) at Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR).