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ERIC Number: ED036358
Record Type: Non-Journal
Publication Date: 1963
Pages: 27
Abstractor: N/A
Reference Count: N/A
Telluride Nongraded Elementary School.
Frick, Paul
Teachers in a small Colorado elementary school noted that their school program needed changes in (1) promotion and retention, (2) acceleration, (3) individualization, and (4) report cards. A gradual conversion was made to a nongraded school program. The nongraded subjects, reading and arithmetic, were set up for individualized instruction. Promotion and retention were eliminated; thus, learners made progress at their own rates of speed and were advanced when they learned the skills and concepts assuring them success at the next level of learning. Also, fast learners were allowed to accelerate at their own rates of speed. It was concluded that the nongraded program had been successfully established and that continued improvements would insure long-term success. The document is appended with a comparison of main features of the graded versus nongraded elementary school, with sample report cards, and with materials for evaluating reading and arithmetic skills by achievement levels. (AN)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Colorado State Dept. of Education, Denver.