This study investigated the impact of a student-tutor and parent interaction program on the achievement scores of ninth- and tenth-grade Algebra 1 and general biology classes. Past studies have shown that student-parent interaction in academic areas can produce significant increases in achievement scores. There is, however, very little evidence of this kind of involvement in secondary schools. Students enrolled in two algebra classes and two biology classes in each of two schools comprised the sample. Each teacher's two classes were randomly selected as control and experimental groups. Each teacher attempted to motivate pupils in the experimental group to interact with their parents on homework, while control group pupils were given no motivation to do this during the three-month study. No significant increases were found in the scores of experimental over control groups. However, insignificant increases of experimental groups over control groups were found for each of four separate investigations within subject and school. (Author/MP)