This study compared cognitive, social, and affective progress of students in a multi-graded classroom and a single-graded classroom. Participating were teachers in kindergarten/first, first, and second grade classrooms and a random sample of their students at two suburban Virginia schools. Five teachers taught in single-graded classrooms and one teacher taught in a multi-graded kindergarten/first grade classroom. Assessment of student progress was comprised of: (1) a standardized literacy assessment; (2) teacher's ranking of students on literacy; and (3) teacher ratings of student social and affective skills within the school environment. The findings revealed no substantial differences between students in multi-graded and single-graded classrooms. (Two appendices contain data collection instruments. Contains 15 references.) (Author/KB)