This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable…

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

On the basis of a comprehensive best-evidence synthesis of the literature on the effects of multigrade and multi-age classes, Veenman (1995) concluded that there were no significant differences between multigrade and single-grade classes in cognitive or achievement effects. Subsequently, Mason and Burns (1996) challenged Veenman's conclusion,…

Parents of children in a large primary school in New South Wales were asked questions related to their attitudes towards and beliefs about composite (multigrade) classes. Parental concerns about composite classes are commonly reported as negative and this study confirmed this concern. Issues identified as causing concern for parents were a belief…

Research on classes that are mixed age by choice, not merely multigraded, has found positive effects on student achievement, mental health, social development, and liking for school. Multiage classes generally have more parent support, but teacher continuity is also necessary for success. Implications and challenges for Australia's rural schools…