As part of an 8-year study of education reform in rural Kentucky, this report examines the primary program that has evolved in six rural elementary schools as a result of the Kentucky Education Reform Act (KERA), which requires that grades K-3 be replaced by a nongraded program. This change aimed to eliminate failure in the first 2 years of…

Multiage/multiability grouping is when more than one grade level of students is grouped in a classroom. This report summarizes the research on multiage/multiability grouping in the primary grades. The paper, which is intended for use in Kentucky's educational system, focuses on quantitatively based comparative research syntheses. The text…

Describes the basic components of the Individually Guided Education (IGE) system of individualized instruction, and reviews some evaluation studies that show IGE to be a success. (JG)

The organizational structure of a multiunit school is examined for implications regarding instructional leadership in that setting. (GW)

The leadership of the principal is a crucial factor in the functioning of the Instructional Improvement Committees (IICs) in the multiunit schools studies. IICs are representative cabinet-type leadership committees. (Author/IRT)

Individually Guided Education (IGE) is a comprehensive system of schooling designed to produce high pupil achievement by accepting differences in learning rates, styles, and levels of motivation. Some features of IGE include: a multiunit organization rather than age-grade levels, instructional programing for individual students, and selected…

IGE is considered one of the better conceived and more promising of current approaches to the improvement of schools and enhancement of education. (MM)

This article provides a brief introduction to IGE and indicates how teacher educators may contribute to the reform and renewal of education with IGE as a focus. (MM)

Many individuals have contributed to the development, implementation, and refinement of IGE. (MM)

A set of personal and academic qualities has been identified for unit leaders in IGE programs so that they might better assume the role of educational decision-makers. (MM)

Fulfilling the role as principal of an IGE School requires the understanding and skills necessary to initiate, manage, and sustain the educational change process. (MM)

Teachers in IGE should emphasize and explain the goals, instructional objectives, and philosophy of the unit team. (MM)

The availability of adequate curriculum materials that help professional staffs plan and implement instructional programs suitable for each student makes the difference in whether or not IGE works. (MM)

In IGE programs, evaluation takes place at all levels, but ultimately is directed at enhancing instructional effectiveness. (MM)

Local schools, teacher education institutions, and other state agencies have recognized the advantages of the network concept and have moved toward relying on the state IGE network structures. (MM)