The purpose of this study is to establish internal consistency and validity on a survey instrument that has resulted from previous research which examined the perceptions of six teachers as they engaged in the implementation of a nongraded, multiage continuous progress primary program. The need for documentation of student progress was identified…

Noting the relationship between educational philosophy and the cultural context in which it is implemented, discusses what American Montessori elementary teachers must do to create a classroom environment responsive to the Montessori notions of child-centeredness, multiage grouping, and community building, while meeting minimum performance…

Swedish official documents for nursery and compulsory schools suggest that mixed-age groups are beneficial to children's learning and socioemotional development. Early evaluations confirmed these assumptions. However, results from more sophisticated comparative evaluations do not support these assumptions. Instructional recommendations based on…

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)

Facing an ever-increasing student retention rate, staff at a Washington elementary school implemented a multiage program. Teachers received considerable training but experienced burnout the first year. Four years later, retention is down, test scores and attendance are up, discipline referrals have decreased, teacher turnover is low, and parents…

Addressing the needs of a diverse student population is a critical issue in school improvement efforts. Without appropriate support, ESL (English as a Second Language) students risk becoming low achievers. This pragmatic literature review endeavors to capture formative theories and practitioner ideas on ESL learning and multiage education.…

This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded…

Examined educational attitudes of 168 students and their parents in the first year of a primary level multiage program. Found that although the majority of parents and students considered the experience positive, their principal concern was that older students did not appear to be sufficiently challenged academically, suggesting the need for…

An evaluation of a Georgia middle school's multi-age grouping program revealed significant progress regarding student self-esteem, achievement, community building, and teacher collaboration. The Crabapple experience illustrates how one model of student-centered, developmentally appropriate, and integrated learning can benefit middle-level…

Nongraded education is the practice of teaching children of different ages and ability levels together, without dividing them into groups labeled by grade designations. As the year 2000 approaches and schools are being re-evaluated in light of changing social and economic conditions, nongradedness is the focus of renewed interest. This publication…

Examines research findings of the multiage classroom concept and delineates the advantages (higher progress in areas of academia, self-esteem, and socialization skills, as well as development of the teacher/parent relationship) and disadvantages (additional planning/preparation time and difficulties with parents, scheduling, and budget…

Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with…

This article describes the types of nongraded elementary schools that were prevalent from the 1950s through the 1970s, reviews research on the academic achievement effects of nongraded schools, and draws inferences from this research for application of nongraded systems in today's schools. Research in which an objective measure of achievement was…

This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)

Reviews recent studies on the effects of mixed-age grouping (MAG) in Swedish nursery and elementary schools. Although studies conducted in the 1970s and 1980s suggested that MAG was beneficial to children's learning and socioemotional development and to teachers' work satisfaction, studies conducted in the 1990s suggest that MAG does not promote…