Simon Veenman
Effects of Multigrade and Multi-Age Classes Reconsidered
Radboud University Nijmegen
response cognitive noncognitive effects multigrade multiage classes bestevidence synthesis veenman 1995 mason burns 1996 report research review literature led conclude multigrade classes slightly negative effect student achievement argue moreover multigrade classes generally better students perhaps better teachers selection bias masks negative effects less effective instruction multigrade classes rejoinder reanalysis based metaanalytic procedures available multigrade multiage studies shows average weighted effect sizes essentially zero close zero analyses confidence intervals around average effect sizes included zero results provide little support assumption quality instruction multigrade classes lower singlegrade classes betweenstudy differences revealed favorable conditions classroom instruction country publication locality socioeconomic status school grade level students number years spent multigrade classes need attention investigators future research effects multigrade classes