Combination classes are often created out of financial necessity rather than a desire to engage students in multiage learning. Teachers assigned to these classrooms come from the general teaching pool and may not have specialized training around the intricacies of multiage teaching. A review of the literature indicates that the United States has a…

This study is the third annual study of primary program implementation in Kentucky elementary schools. This research project is one of six studies conducted in 1995 to determine the extent Kentucky schools and educators had implemented educational technology. In June, 1990, the Kentucky legislature passed the Kentucky Education Reform Act (KERA),…

Reports on the first year of a four-year study of disadvantaged children in nongraded primary programs, focusing on how six teachers in four schools implemented the nongraded program with African-American and White urban and rural children. Early results show changes teachers are making to work with mixed-age students in a culturally appropriate…

Surveyed reactions of experienced primary teachers to the educational changes mandated by the Kentucky Education Reform Act (KERA) and whether these changes affected teacher retirement decisions. Responses indicated concern over the primary school program components of multiage grouping, no retention/no promotion, and increased mainstreaming. KERA…

Under the Kentucky Education Reform Act, public schools in Kentucky were required to restructure the traditional kindergarten through third-grade classes into a multi-age and multi-ability level, ungraded primary program during the 1993-1994 school year. Classrooms that once contained children at relatively the same age have been replaced with…