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THE benefits of multi-grade classrooms

The unique contribution of multiage grouping may be its capacity to address the needs of individual students, by creating an occasion for scaffolding of growth and by providing an environment in which close relationships between teacher and student and among classmates allow for the development of mutual trust and understanding. Susan J. Kinsey, Researcher

Introduction
In the United States, multi-grade classrooms in elementary school have been an option for educational practice since the 19 century (Kinsey 2001). Since 1949, various research studies have investigated the relationship between academic achievement and multi-grade education. These studies primarily relied on academic standardized tests to measure achievement. Some studies found higher scores for students in multigrade classrooms, while other studies found higher scores for students in single grade classrooms. These inconsistent results may be attributed to three likely factors 1) an inconsistent definition of multi-grade education (i.e. many studies use various terms and
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define them differently multiage, combo, composite, vertical grade, etc.), 2) lack of detail in data analysis, and 3) inconsistency in the ways multigrade grouping is conceptualized and implemented (Kinsey 2001). For clarity, a multi-grade classroom is defined as a structured learning environment consisting of two or more grade levels. Typically in the U.S., two grade levels are present and students are separated by at least one year in age. The teacher is required to meet all state standards for both grade levels. The most common reason why administration assigns multi-grade classrooms includes logistical reasons, such as student enrolment numbers. However, there are also multi-grade

proponents who cite philosophical reasons why this setting is most conductive for student learning. Because of the stark differences in why these classrooms are being assigned, the topic of multi-grade education deserves to be thoughtfully researched in order to ensure equitable educational experiences for students. In order to design environments that best promote student learning, administrators and teachers must be well versed in various types of class composition options. Three current research studies published at or after the year 2000 have been selected to showcase the academic and social benefits of multi-grade education.

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When everybody is doing the same thing because if they [1st graders] need help I could help them. Sometimes 1st graders help me. When the teacher gives me something thats like a project, 1st graders can help. 2nd Grade Students preference for whole group lessons/activities The 4th graders had finished what they were doing early, and they went over to help [the 5th graders] and it was so sweet and so rewarding to see them help each other and work together. I often see a big sister little sister phenomena. 4/5 Teacher describing the rewards of teaching a combo class

Current research
Student Achievement of 3rd Graders in Comparable Single-Age and Multiage Classrooms (Ong et al. 2000) This study compared multi-grade and single grade classrooms across three school districts. Researchers analyzed the connection between both class compositions and academic achievement, which was measured through samples of 3 grade students reading, writing, and mathematics scores. They also controlled for gender and Title I students. Results indicated higher achievement scores for non Title I students in multi-grade classrooms than students in single grade classrooms. However, Title I students showed no difference in achievement scores based on either class composition. While this study helps to push for the positives of multigrade education, and is valid in its attempt of accounting for multiple subjects and sample populations, further research dedicated to the benefits for Title I students should be addressed.
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Effectiveness of Multi-Grade Classes: Cooperative Learning as a Key Element of Success (Kadivar et al. 2005) This study surveyed 261 male and female participants from multi-grade and single grade classrooms. Participants were rated on feelings of self-esteem, social skills, and math achievement. Analysis of the data revealed that there were significant differences between the two group compositions. Multi-grade students scored higher in terms of social skills and math achievement when compared to their single grade peers. There was not a significant difference relating to overall self-esteem, but on a subscale rating, multi-grade students did hold a higher sense of scholastic self-esteem than single grade students. This specific benefit was attributed to the leadership and tutoring opportunities the class composition afforded students. Multi-grade students are given opportunities to observe, model, and learn behavioral skills from their peers in a cooperative learning environment, increasing cognitive growth.

Multigrade Teaching in London, England. Education for All and Multigrade Teaching (Berry & Little 2006) This study was more qualitative in nature, in that data was collected through teacher interviews from 10 multi-grade schools. The three most common benefits teachers reported were: cognitive stretching/modeling, peer tutoring, and behavioral stretching/modeling. Cognitive stretching/modeling refers to younger students opportunities to extend knowledge and get a chance to work at a slightly higher level, emulating older students. This occurrence also pertained to students of lower ability learning from students of higher ability levels. Peer tutoring gave older students the opportunity to teach what they already knew, cementing their knowledge. This interaction instilled confidence in younger students. Lastly, behavioral stretching/modeling refers to older students modeling appropriate behavior for younger students to learn and emulate.

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Implications
FOR RESEARCHERS Effective research in the area of multi-grade education is encouraging, but is still in the early stages. It is imperative that researchers continue studying the effects of multi-grade education, as many students in the U.S. and around the world are being educated in this context. In order to provide valid results that the educational community will respect, researchers should aim to pay careful attention to definitions, selection of multi-grade classrooms, and should collect detailed classroom procedure information. A push for qualitative data also needs to come into effect. Teacher and student interviews, classroom observations, and field notes will aid significantly in providing consistent and uniform data for analysis (Kinsey 2001). References
Berry, E.A. C., & Little, A. W. (2006). Multigrade Teaching in London, England. In Education for All and Multigrade Teaching (pp. 67-86). Springer Netherlands. Retrieved July 11, 2013, from http://link.springer.com/content/pdf/10.1007/1-4020-4591-3_2.pdf Flickinger, Brad. (July 10, 2013) student_ipad_school 199. Retrieved from http://www.flickr.com/photos/56155476@N08/6660118393/ Kadivar, P., Nejad, S. N., & Emamzade, Z. M. (2005). Effectiveness of Multi-Grade Classes: Cooperative Learning as a Key Element of Success. World Academy of Science, Engineering and Technology (Vol. 8, pp.169-172). Retrieved June 28, 2013, from http://waset.org/journals/waset/v8/v8-115.pdf Kinsey, S. J. (2001). Multiage Grouping and Academic Achievement. ERIC Digest, 1, 1. Retrieved June 28, 2013, from http://ecap.crc.illinois.edu/eecearchive/digests/2001/kinsey01.pdf Morgan, John. (July 10, 2013) Hands. Retrieved from http://www.flickr.com/photos/aidanmorgan/2344975342/ Ong, W., Allison, J., & Haladyna, T. M. (2000). Student Achievement of 3rd-Graders in Comparable Single-Age and Multiage Classrooms. Journal of Research in Childhood Education, 14:2, 205-215. Retrieved June 28, 2013, from http://www.tandfoline.com/doi/pdf/10.1080/0256854000954764 Robinson, Sir Ken (2010). RSA Animate Changing Education Paradigms. Retrieved July 12, 2013, from http://www.youtube.com/watch?v=zDZFcDGpL4U

FOR TEACHERS While researchers continue making strides to discover connections between the academic and social benefits of multi-grade classrooms and student learning, teachers are being assigned these classrooms in the present day. Two multi-grade teachers (primary and upper elementary) suggest that the following factors contribute to the success of multi-grade classrooms: 1) Positive teacher attitude 2) Always put your students needs first 3) Find an appropriate balance for dispersing students 4) Have a thorough knowledge of differentiation 5) Students who can work independently 6) Strong organizational skills 7) Maintaining good relationships with both grade level teams

In many lessons, there is the flexibility of tapping back and reviewing knowledge as well as extending knowledge for both grades. Younger students get early exposure while older students get a review. 1/2 Teacher describing the benefits of whole group lessons Since 1st graders will go to 2nd next year, it helps me see whats coming. We can get ready and prepared for 2nd grade. I sometimes ask [2nd graders] for help because they already did it! 1st Grade Student referring to her preference for whole group lessons (1/2 Combo Class)