Evaluation of Multi-Age Team (MAT): Implementation at Crabapple Middle School: Report for 1995-1996

In fall 1993, administrators and faculty at the Crabapple Middle School in Roswell, Georgia, implemented the Multi-Age Team (MAT) program, creating multiage teams of sixth-, seventh-, and eighth-grade students. The project's main goal was to enhance self-esteem. Additional goals included implementation of interdisciplinary, thematic instruction; flexible scheduling; and Project Adventure, a program designed to build leadership, group relationships, and self-confidence. Other goals included the development of critical thinking, cooperative learning, hands-on learning, and inclusion grouping for learning disabled and gifted students. This 1995-96 report describes the evaluation procedures used, data collected, and the interpretation of results. The quantitative data collected for MAT and comparison students included Iowa Test of Basic Skills (ITBS) results, Coopersmith Self-Esteem Inventory (CSEI) scores, and attendance and behavior referral data. Although ITBS math computation scores of seventh-grade MAT students were lower than scores of comparison students in 1996, there was no significant difference in year three. The previous result may be linked to earlier curricular decisions. MAT students' scores on the CSEI, academic self-concept, had been lower than comparison students in grade 6 and then significantly higher than non-MAT students in grade 8. Analysis of these data suggested several interpretations. MAT students also had fewer disciplinary referrals. Qualitative data collected included responses to surveys and interviews conducted with students, parents, and teachers. Analysis of interview and survey responses indicated that most faculty believed that the MAT structure, Project Adventure, and mentoring relationships enhanced students' self-esteem. Responses also indicated that interdisciplinary teaching occurred; however, in year two, units were smaller and math appeared to be taught separately. Hands-on learning appeared to occur more frequently in the MAT teams, scheduling was flexible, and many gifted and disabled students were taught within MAT groups. (Contains 1 figure, 1 chart, and 8 tables.) (LPP)