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…

A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span.…

Noting that the recent call for holistic models of schooling dictates a thorough investigation of more natural groupings of students, this collection of articles reviews available literature on multiage, nongraded, continuous progress classrooms. Divided into six sections, the chapters explore the overriding concerns and the pros and cons of such…

These 11 newsletter issues provide a forum for discussion and exchange of ideas regarding mixed-age grouping in preschool and elementary schools. The October 1992 issue focuses on the mixed-age approach as an educational innovation, defines relevant terms, and presents advice from Oregon teachers on teaching mixed-age groups. The March 1993 issue…

School restructuring movements have gained a great deal of national attention. This guidebook addresses the multi-age classroom movement, in which a mixed-age group of children stays with a given teacher for a number of years. The work provides a complete design for the mixed-age primary classroom, from philosophy and rationale to sample lesson…