Questions & Implications for ASB
How can we utilize the knowledge of schools currently
implementing Multi-Age Classrooms, to further develop our
What are our current beliefs and opinions about Multi-Age
(parents, teachers, administrators, etc.)?
Will the new ES dictate any factors of design/structure, if a Multi-Age program is implemented?
To determine the positive and negative socio-emotional effects of Multi-Age Classroom (MAC) structure on students.
Synopsis of Research
“Building on results from a study reporting increased frequencies
of pro-social behaviors of students in multiage
classrooms(McClellan & Kinsey, 1999), Kinsey (2001)
demonstrated that higher teacher ratings of student pro-social
behaviors were significantly related to greater student
achievement outcomes on both standardized and report card
Advantages in the academic realm are supported by consistent
reports across studies of specific benefits of multiage grouping in
the area of socio-emotionaldevelopment (Kinsey, 2001).
Students in MACs demonstrate more positive attitudes toward
school, greater leadershipskills, greater self-esteem, and
increased pro-social and fewer aggressive behaviors, compared
to peers in traditional graded classrooms (McClellan & Kinsey,
1999; Veenman,1995). Thesevariables have been shown to
positively influence achievement outcomes in traditional
classrooms (Stipek, 1998) and, recently (Kinsey, 2000), in MACs.