Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis

• Published in: Review of educational research 1995-12, Vol.65 (4), p.319-381
• Main Author: Veenman, Simon
• Format: Article
• Language: English
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543065004319

Multigrade and multi-age classrooms, in which students from two or more grades are taught by one teacher at the same time, represent a significant phenomenon in our schools. This article reviews the best evidence concerning the cognitive and noncognitive effects of the multigrade classroom, which is an administrative device used to cope with declining student enrollment or uneven class sizes, and the multi-age classroom, in which children of different ages are grouped together for educational and pedagogical benefits, in elementary schools. Studies in which the cognitive or achievement effects of multigrade and single-grade classes were compared revealed no consistent differences between these two types of classroom organization (median ES = .00). Studies of the noncognitive effects of multigrade and single-grade classes also produced no consistent differences (median ES = +.10). Studies in which the cognitive or achievement effects of multi-age and single-age classes were compared indicated no differences between these two types of grouping (median ES = –.03). And, finally, studies of the noncognitive effects of multi-age and single-age classes produced inconsistent effects (median ES = +.15). It is concluded that there is no empirical evidence for the assumption that student learning may suffer in multigrade and multi-age classrooms.