“Studies of the noncognitive effects of multi-grade and single-grade classes also produced no consistent differences (median ES
= +. 10) (Veenman, 1995)."
“Thefirst graders in the single age classroom, however,
demonstrated a more positive attitude towards school than did
the first graders in the multiage classroom (ES = -. 16)” (Veenman,
1995, p. 347).
Questions & Implications for ASB
As students move in and out of ASB frequently, how can we
preserve the positive effects of the family learning setting?
Conclusion
After reviewing multiple professional journals and current MACs in
progress, we found that MACs overwhelmingly have a positive effect on
the social and emotional development of the students involved. This is a
direct result of the community and family environment created in a MAC.
When children have a strong bond with their peers and teachers they can
focus on academics. However, there were limited findings that academics
were either positively or negatively affected by a student’s participation
in a MAC. When considering age groupings, it was found that a two year
span is ideal. A majority of MACs currently in place are found in primary
classrooms with a few taking place in the upper elementary, middle, and
high school levels. Important factors that should be considered when
forming MACs are appropriate teacher development, student placement,
and teacher support which are needed to ensure effective class
functioning.
Recommendation
After thorough review and discussion of research, literature, and sample
programs currently implementing MACs, the task-force recommends
implementation of a Multi-Age program at ASB, to begin the 2013-2014
school year. We would suggest that this prototype extend for the
duration of one full cycle (approximately 3 years), allowing the youngest
group of initial participants to progress through the entire program.
