This paper assesses the impact of cross-role grouping on the social systems of participating schools. Data were gathered informally through conversations and interviews with members of cadres, cadre presentations, liaison and research evaluation personnel in specific cadres, and direct observation in some situations. The study covers three placement schools: Horace Mann School, DuSable High School, and Martin Luther King High School (Forrestville); and three intern cadres: Dunbar Vocational High School, Simeon Vocational High School, and Cornell Elementary School. Categories singled out for attention include cadre organization, cadre development, personnel factors, situational factors, programming, and future expectations. Implications and conclusions are indicated. Appendixes include excerpts from an interim report. (MJM)