ERIC Number: ED346608
Record Type: RIE
Publication Date: 1992-Apr
School Effectiveness and Nongraded Schools.
Pavan, Barbara Nelson
Findings from a study that examined the relationship between two educational movements--effective schools and nongradedness--are presented in this paper. Methodology involved: (1) a research review of studies conducted from January 1968 to June 1991 that compared graded and nongraded student performance using standardized objective measures; and (2) the development of a set on nongradedness assumptions by a panel of experts, which was compared to effective schools correlates. Findings indicate that comparisons of graded and nongraded schools using standardized achievement tests continue to favor nongradedness. Nongraded schools also offer improved chances for good mental health, positive school attitudes, academic accomplishment, and benefits to disadvantaged students. In general, the principles of nongradedness offer a holistic approach that focuses more on the classroom, while the correlates of effective schools provide a strategic approach that emphasizes school management. Despite the differences, the two movements are compatible in their shared goal of improving students' performance. The principles of nongradedness use a different language and are more specific. One table outlines the principles of nongradedness. (12 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).