Multi-age classrooms include groups of students that have an age span greater than one year. In a classroom termed “non-graded,” students do not receive a grade level distinction. However, our “multi-age” classrooms include grade level distinctions. They contain students in two to three grade levels. The difference between a multi-age classroom and a “split” classroom is one of philosophy and implementation.

The goal of multi-age classrooms is to maximize the benefits and interaction among students of various ages. The teacher encourages students to help each other and to learn together. The classroom is child-centered and theme-based, with integrated curricula. Hands-on projects and experiences help to meet objectives.

Teachers guide students to maintain portfolios for authentic assessment. Teachers use flexible, temporary groups to give instruction to students, regardless of age, who need the same kind of instruction for specific skills.

A multi-age classroom offers many opportunities for students to develop skills intellectually, socially and emotionally. Students work in a collaborative environment, paralleling the workplace. Students design and produce projects that are authentic assessments of a theme- or problem-based curriculum. Students collaborate on these projects much as teams in an office assemble a presentation. Social interaction is imperative within these teams. Practice within the educational setting prepares students for the contemporary work force.

A multi-age classroom offers all students a chance to assume leadership roles in the areas in which they excel, regardless of age.

Our classroom teachers and staff work together to ensure appropriate placement. Parents are invited to consider characteristics related to their child as a learner and to indicate how they feel this relates to classroom placement.

A two- to three-year multi-age classroom allows the younger children to be the older children the following year. Some of these students would never have the opportunity to assume a leadership role in a single-age classroom.

Valuable teaching time also is gained at the beginning of the next year. The teacher, student and parents are familiar with each other. Continuous progress from the previous year can be made without spending time getting to know each other and assessing current levels of functioning.

Teaching in a multi-age classroom means developing a child-centered room. Teachers consider individual learning styles, needs and interests.

Critics of the graded classroom structure say schools should focus on the needs of children. They say the graded structure forces too many children to be something they are not. Children must read books that are too easy or too difficult for them because reading the book is the expectation for “that grade level.”

Jim Grant, a prominent researcher in the field of multi-age practices, notes that having defined grade levels based on a normal curve means that some students must be “below grade level.” Critics of the graded structure are concerned about what the label of being below grade level does to students’ self-esteem and motivation.

Yes, grouping can occur in a multi-age classroom. These groupings are flexible and based on tasks or learning objectives. Students can move in and out of these groups as their needs are met. Groups can be based on the student’s level of achievement on a specific concept or skill. They can also be formed based on interests, social needs or other criteria.

Yes. A multi-age classroom can be a more challenging environment with greater opportunities for advanced students. The multi-age setting has a higher ceiling on the curriculum to reflect the needs of the wide range of abilities. There are also opportunities for the more knowledgeable students to teach others. Students who teach others often retain as much as 90 percent of the material taught.

On an interpersonal level, the older, more knowledgeable students, who may be socially or emotionally young, have an opportunity to socialize with younger class members. Multi-age students get the chance to be the oldest members of a group every two years. Some students in single-graded classes may go through childhood without ever being in a leadership role.

The staff evaluation plan is a part of their employment agreement. The Director and Lead Teacher are responsible for supervising and evaluating staff. Evaluation of student progress continues in much the same way it is done in all schools, through standardized achievement tests and textbook-based assessments. You may expect to see more evaluation of student progress using authentic assessment techniques, such as observation of the student’s learning style, portfolio assessment, curriculum-based assessment and rubrics for content-related material.

The responsibility to teach will always be held by teachers. A teacher’s role in any classroom varies between direct instruction, guided practice and group facilitation.

Multiage teaching has positive characteristics that relate to students' social skill development; it provides opportunities for enhancement of learning in the lower grade level group through exposure to upper grade level work, it offers reinforcement of earlier learning for upper grade level students, and it provides opportunities for children to learn through peer tutoring and example (Gaustad 1992, 1993, 1997; Katz, 1995; Veenman, 1995, 1996). Miller (1999) notes that students in multiage classrooms show increased self esteem, more cooperative behavior, better attitudes toward school in general, increased pro-social (caring, tolerant, patient, supportive) behavior, enriched personal responsibility, and a decline in discipline problems.

Gajadharsingh (1991) found when using standardized tests, students in multiage classrooms did as well or better then those in single-grade classes in Math, Language, Science and Social Studies. He also found that students in multiage classes performed better in the areas of independence, responsibility and study habits, and had a more positive attitude toward school. Significant results in the academic and affective domains that favor multi-grade classes have been demonstrated (Anderson & Pavan, 1993; Gajadharsingh, 1991; Miller, 1999). Particularly noteworthy is Anderson and Pavan’s (1993) review of thirty-seven studies, which concluded that improvements in test scores on standardized tests and improved attitudes toward school were achieved for students in multiage classes.

The Professor Barbara Pavan reviewed 64 research studies on nongraded (multiage) schools. Pavan found that 58% of those students in multiage classes performed better than their peers on measures of academic achievement. 33% performed as well as their peers, and only 9% did worse than their peers.

Pavan also found that students in multiage settings were more likely than their peers to have positive self-concepts, high self-esteem, and good attitudes toward school. Her review of the research also indicates that benefits to students increase the longer they are in a nongraded setting, and that "underachieving" students also benefit from being in multiage classrooms. (This research summary can be found in the October 1992 issue of Educational Leadership, pp. 22-24.)

Parents are often concerned that older children in a multiage setting will not benefit as much as younger children. Research shows, however, that when older students teach information and skills to their younger classmates, their academic performance, and even IQ scores, dramatically improve. The research of Arthur Whimbey (in his program T.A.P.S: Talking About Problem Solving) showed that when students were routinely given the opportunity to teach someone else, their scores on IQ assessments improved as much as eighteen points.

In another study done in the 1960s, underachieving high school students who acted as reading tutors for younger students, improved their reading scores by an equivalent of two years, in just six months' time. (From the Nov. 1994 edition of Educational Leadership, p. 58.)

Educational research indicates that students benefit both academically and emotionally from being placed in multiage classrooms. (compiled by H. Mattern and R. Yates-3/95)

Students are happier when they are successful in school. Multi-age education emphasizes building upon strengths, which builds self-esteem.

Multi-age classrooms develop into “family,” with emphasis on caring, cooperation and collaboration. Children are learners and teachers, the older and more advanced children guiding and providing models for younger, less advanced learners.

The multi-age classroom becomes a positive, nurturing and safe environment for its students. When this type of environment is provided, the result is happy children!