This bibliography, an update of a previous document cited under ED 071 148, includes mainly references to materials published or research reports made available during the period 1970-1972. References to Canadian materials that were cited in the former publication are included, as well as some few references to works by authorities whose names…

This bibliography is a representative selection of recent material covering an approximate 6-year period from 1964 to mid-1970. Included are books, journal articles, research reports, dissertations, and audiovisual items from Canadian and American sources. Annotations provide a very brief indication of content without attempting critical…

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…

The Continuous Progress Primary (CPP) was adopted in grades K-3 at Bethune Elementary School (Minneapolis) in 1970. The intermediate grades (4-6) were organized in grade levels. In the CPP, each child progresses at his own rate, the emphasis being on small-group learning. The school staff took part in a questionnaire evaluation of the CPP in May…

Author holds that no educational research has ever shown that grades are helpful to children or to learning. He also lists eight major criticisms of the traditional grading system. (GB)

Comparative research on the overall graded-nongraded distinction in organization coupled with specific investigations of nonpromotion within the graded model has yielded some preliminary answers concerning the effectiveness of strategies of dealing with the slow-progress problem. Some of the major unresolved problems are highlighted in the summary…

The Directed Learning Program, developed to provide the best possible individualized type of education, is nongraded in organization: students are grouped into Educational Families, each composed of approximately 175 students, seven teachers, four to six educational assistants, and a master teacher. (Author/JM)

This document consists of the two issues in the third volume (covering 1993) of "Notes from the Field," a serial documenting a 5-year study of the implementation of the Kentucky Education Reform Act (KERA) of 1990 in four rural Kentucky school districts. The first issue addresses implementation of an ungraded primary program in eight…

This packet contains four separate documents designed to help elementary schools develop their own action plans for implementing the KERA (Kentucky Education Reform Act) Primary Program, a developmentally appropriate program for young children supported by the Kentucky Department of Education. Fully implemented primary programs are to include the…

This report describes Kentucky's Primary School Program, which was developed after the signing of the Kentucky Education Reform Act in 1990. An overview of the report explains the philosophy of the program and lists its critical attributes. These are: (1) developmentally appropriate practices; (2) multi-age classrooms; (3) continuous progress; (4)…

In this program, based on the concepts of individualized instruction through the team approach to teaching, a team of three professionally equal teachers teach a group the size of two classes which is a combination of grade levels such as K-1, 1-2, or 2-3. The program goals are that the student should (1) acquire basic academics, (2) develop…

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…

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…

The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four…