Composite classes (also known as multigrades) are beneficial in several ways but have challenges for teaching and learning. This study aimed to explore participants' views concerning their experiences in teaching and learning within a composite classroom setting in Samoa. Specifically, the study sought to determine composite classes' impacts on…

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…

This article analyzes the transfer and 15-year policy trajectory of Colombia's "global best practice" "Escuela Nueva in Brazil." This program, initially transferred to Brazil in 1997 with the help of the World Bank, was largely unknown for the first decade of its life span. Then, between 2008 and 2011, "after" the…

Using the ECLS-K and considering first graders in single-grade and K-1 and 1-2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1-2 classes, but using a…

Through a comparison of an experimental and a control school, the author concludes that multiage groups make little difference in mean basic skills achievement (with the exception of vocabulary building). However, multiage grouping does seem to engender positive attitudes towards school. (Author/WD)

An observational study of 12 mixed-age and 12 single-age Dutch primary reading/language and mathematics classes revealed that time-on-task levels were lower for the mixed-age classes. However, no significant differences in achievement test scores were found. (IAH)

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,…

Examined the class distributional properties of 200 elementary school classes in 2 school districts. Fifty-six classes were combination classes of students from 2 grades. Principals and teachers tended to assign higher ability and more independent students to such classes, and these assignments affected the class distributional properties.…

Finds that, among 418 students in 8 New Brunswick (Canada) elementary schools, students in multigrade classes and matched peers in single grades 1-5 did not differ significantly in grade points or total achievement test scores. Reports that 27 of 34 teachers surveyed preferred teaching single grade classes. (SV)

Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and…

This two-year study explored the academic lives of three boys in a combined fifth-sixth grade classroom. As these case studies illustrate, viewing students' academic worlds from multiple perspectives can lead to more accurate, comprehensive evaluations and efficacious adaptations of students' learning environments. Richard Snow's aptitude theory…

This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded…

The effects of controversy and concurrence seeking and participation in age-homogeneous and age-heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective-taking accuracy, and interpersonal attraction. In addition, the interaction among students (N=112 fourth-, fifth-, and sixth-graders) within the…

This paper synthesizes a study designed to identify the factors that contribute to primary school repetition and dropout in Honduras. Data were collected by record reviews; teacher, student, and parent interviews; and a test of Spanish. The sample included 1,253 students in grades 1 and 3 in 40 schools in rural Honduras. The main findings of the…