Researchers asked 60 randomly selected principals from 34 California school districts to identify differences between combination (multigraded), single-grade, and nongraded classes; to explain their rationale for assigning teachers to combination classes; and to rate teachers' abilities. Principals considered combination classes more challenging…

Examined the class distributional properties of 200 elementary school classes in 2 school districts. Fifty-six classes were combination classes of students from 2 grades. Principals and teachers tended to assign higher ability and more independent students to such classes, and these assignments affected the class distributional properties.…

Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher…

This study examined elementary and secondary teachers' views about combination classes. Interviews indicated that most teachers preferred not to teach them and believed that such an approach was limited by organizational constraints. Results are interpreted as a consequence of the lack of understanding of developmental theories underpinning…

Describes how principals assign teachers and students to single-grade and combination classes. Presents research showing unexpected constraints that fundamentally changed the basis of class assignment and, consequently, the nature of classroom compositions. A case is made that multitrack calendars reduce principals' flexibility to make purposive…

S. Veenman argues that his reviews of the literature lead to the conclusion that combination classes are neither worse nor better than single-grade classes. This rejoinder discusses disagreements with Veenman's findings, which are hampered by a narrow reading and interpretation of the literature on potential positive effects of combination…

Research on combination classes, in which students from two or more grades are placed with one teacher for most or all of the school day, is reviewed. Consistent research findings are that combination classes, distinguished from multiage/nongraded classes, have at least a small negative effect on student achievement. (SLD)