Assignment of Teachers to Combination Classes

Abstract

While some researchers argue that combination classes have positive or no effects on student outcomes (Miller, 1990; Veenman, 1995), others assert that com bination classes have at least small negative effects (Mason and Burns, 1997). These different conclusions largely hinge on whether or not selection bias has operated in combination class research. To examine this issue, we interviewed sixty randomly se lected principals from twenty-four districts, asking them to (a) identify differences be tween combination, single-grade, and multiage/nongraded classes; (b) explain their practices (and rationale) for assigning teachers to combination classes; and (c) rate their combination (n = 86) and single-grade teachers (n = 393) on five important di mensions of teaching (e.g., instruction, classroom management, curriculum develop ment). Principals’ responses indicated that combination classes are difficult and de manding teaching and learning environments and that most principals placed or preferred to place better or more experienced teachers in them. Furthermore, princi pals’ ratings of their teachers confirmed that they placed better teachers into combina tion classes. These results provide evidence that supports Mason and Burns¹ (1997) theory on the effects of combination classes–-a theory that explains practitioners’ negative views about these classes despite research that suggests no student out come differences.