Achievement Effects of the Nongraded Elementary School: A Retrospective Review.

Autor/inn/en	Gutierrez, Roberto; Slavin, Robert E.
Institution	Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Titel	Achievement Effects of the Nongraded Elementary School: A Retrospective Review.
Quelle	(1992), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Comparative Analysis; Continuous Progress Plan; Elementary Education; Elementary School Students; Flexible Progression; Grade Repetition; Individual Instruction; Mixed Age Grouping; Nongraded Instructional Grouping; Nontraditional Education + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Individuelles Lernen; Jahrgangsübergreifende Gruppe; Non-traditional education; Alternative Erziehung
Abstract	This article describes the types of nongraded elementary schools that were prevalent from the 1950s through the 1970s, reviews research on the academic achievement effects of nongraded schools, and draws inferences from this research for application of nongraded systems in today's schools. Research in which an objective measure of achievement was used and for which comparability of nongraded and graded samples was established was reviewed. The review established 5 categories of nongraded programs: (1) programs in which students were grouped according to performance in one subject; (2) programs in which students were grouped according to performance in several subjects; (3) programs that used individualized instruction; (4) individually guided education programs; and (5) programs that were not explicitly described in the research. Results indicated consistent positive achievement effects for students in groupings in the first two categories. Nongraded programs that made use of individualized instruction were less consistently successful. It is concluded that nongraded organization has a positive impact on student achievement if it allows teachers to provide direct instruction to students outside of the framework of individualized instruction. A list of 110 references and a set of 6 tables are provided. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC