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The Effects of a Continuous-Progress, Non-Graded Program on Primary School Students.
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Tanner, 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
The Effects of Continuous-Progress Nongraded Primary School Programs on Student Performance and Attitudes toward Learning.
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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
Promoting Achievement in Child Centered Education: Evaluation of a Non-Graded, Multi-age, Continuous Progress Primary School (K-3).
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Michael, Robert O.; And Others – 1994
An evaluation was conducted of a comprehensive plan to restructure a primary school in Candler County, Georgia, into a non-graded, multi-age, continuous progress learning center. The project entailed restructuring the classroom, implementing a shared decision-making structure, developing a learning curriculum, and using portfolio assessment to…
Descriptors: Academic Achievement, Achievement Rating, Classroom Design, Classroom Techniques