The first semester of a cross-age teaching project is evaluated in this report. Three adjacent inner city public schools, an elementary, junior high, and high school, were involved. Thirty-three teachers in the schools received 68 older students as educational agents to provide individual attention to their own students for approximately 4 half-hours per week. Training was provided the various helping participants, e.g., receiving teachers, olders, and seminar leaders. This evaluation is based on questionnaires from 25 receiving teachers and 29 olders and interviews with the 5 seminar leaders, 3 sending teachers, and 3 olders. The report deals separately with each element of the program: the youngers, or learners; the tutors, or olders; the receiving teachers; and, the seminar leaders. Each section reports on selection criteria and either the effects of the program or reactions to it. The evaluation concludes that teachers are provided with a new way to cope with individual pupil needs. For the learners, academic achievement gains were notable, as were positive shifts in attitudes toward learning and self. The tutors benefiting from experiencing concrete evidence of their usefullness and importance to others, both younger children and adults. (Author/DJB)