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| Reports - Descriptive | 3 |
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Peer reviewedTanner, C. Kenneth; Decotis, John D. – ERS Spectrum, 1994
Describes a study to determine a nongraded, continuous-progress program's effects on five- and six-year-old students' attitudes toward school, readiness scores, and mastery of subject matter. Results found no statistically significant difference in readiness scores between kindergarten students in traditional classes and those in nongraded…
Descriptors: Academic Achievement, Cluster Grouping, Continuous Progress Plan, Influences
Domenech, Daniel A. – Principal, 1999
The Fairfax County (Virginia) Schools have developed a pilot program, Success by Eight, that groups students ages 5 to 8 for different types of learning, based on performance in each subject. By restructuring K-2 classes into multiple, flexible groups, the program provides opportunities for continuous learning and development during critical…
Descriptors: Ability Grouping, Continuous Progress Plan, Diversity (Student), Educational Benefits
Ervin, Robert – Phi Delta Kappan, 1998
In Bangor, Maine, a seamless, continuous-progress performance assessment in reading is evolving--all because 24 first-grade teachers objected to using standardized achievement tests. Teachers have developed the Bangor Assessment of Reading (BAR), a triennial process of assessing fluency, meaning construction, comprehension, reading strategies, and…
Descriptors: Continuous Progress Plan, Grade 1, Performance Based Assessment, Primary Education
Peer reviewedTanner, 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
Peer reviewedKuball, Yazmin E. – Young Children, 1999
Describes a preschool teacher's transition from a traditional kindergarten to a multi-age, multi-year (looping) program. Lists common complaints heard from more-traditional teachers receiving children from more-developmentally appropriate classrooms. Explains the importance of using whole language with quality children's books for Spanish-speaking…
Descriptors: Bilingual Education Programs, Bilingual Students, Continuous Progress Plan, Developmental Continuity
