This action research project implemented and evaluated an intervention for increasing student academic and social responsibility. The targeted population consisted of kindergarten, 1st, and 5th grade students in a growing middle-class community in central Illinois. The problems of irresponsible academic and social behavior were documented through teacher observations, academic assessments, and student self-assessments. Analysis of probable cause data revealed that students displayed a lack of ownership for learning and had high incidences of homework infractions. Faculty reported concern over a lack of continual progress reports and inappropriate parental over-involvement. A review of the literature suggested that students were not involved in the assessment process, they had a need for self-evaluation, and were dependent on extrinsic rewards. A review of solution strategies resulted in four major categories of intervention: the use of portfolio assessment, increased student self-assessment, use of cross-age peer helpers, and increased parent/teacher/student communication. The results suggested that the interventions were successful for all people involved. Parents, students, and teachers all noted a heightened awareness of academic and social responsibility. (Contains 13 references). (Author/SD)