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The Effects of Continuous-Progress Nongraded Primary School Programs on Student Performance and Attitudes toward Learning.

Peer reviewed

Tanner, C. Kenneth; Decotis, John D. – Journal of Research and Development in Education, 1995

Kindergartners and first-graders in regular classrooms were compared to students in nongraded, continuous-progress settings. Comparisons on academic achievement and school attitudes indicated differences favoring nongraded, continuous-progress settings for various academic and citizenship skills. Girls in the nongraded, continuous-progress group…

Descriptors: Academic Achievement, Classroom Techniques, Comparative Analysis, Continuous Progress Plan