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ERIC Number: EJ622059
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
EISSN: N/A
Nongraded versus Graded Elementary Schools: An Analysis of Achievement and Social Skills.
Kelly-Vance, Lisa; Caster, Angela; Ruane, Amy
Alberta Journal of Educational Research, v46 n4 p372-90 Win 2000
A study of 293 students from one graded and one nongraded elementary school found that primary and intermediate students in the ungraded school performed better in reading and math, and language and spelling, respectively. A second study of 134 students from two graded and two ungraded elementary schools found higher social skills in the nongraded sample. (Contains 44 references.) (TD)
Descriptors: Academic Achievement, Educational Change, Educational Practices, Elementary Education, Elementary School Students, Elementary Schools, Interpersonal Competence, Language Skills, Mixed Age Grouping, Nongraded Instructional Grouping, Outcomes of Education, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A