An educational intervention program for lower income children was characterized by parent involvement in all stages. Active dialogue between parents, teachers and the Boston University Head Start Evaluation and Research Center (BUER) was considered a primary purpose and encouraged by BUER training, research and service activities. An ethical code evolved which committed university researchers to a non-traditional research program, open to community involvement and criticism. The need for institutional change was perceived as more critical than any particular curricular content, and the program was closely involved with community problems. Program components discussed are: parent involvement in decision making; inservice training; observation and feedback; diagnostic and follow-up work; and development of a new research tool, the Classroom Behavior Form. The complex nature of evaluation is discussed, and the use of I.Q. gains to measure the success of intervention programs is questioned. Political, social, and economic goals of Head Start programs are cited as more important to the needs of the people served than the education per se of young children. Head Start evaluation studies should, therefore, include evaluation of these goals. (NH)