Multi-Age Classes and High Ability Students

Abstract

This article reviews research on multi-age classroom organization as an option for high ability students. Studies of both cognitive and affective factors in multi-age contexts have consistently shown positive, sometimes significant, effect sizes. Studies of different types of ability grouping have shown that arrangements most likely to have positive and significant results are those where the curriculum is differentiated. Teachers of multi-age classes may be more likely to see their students as diverse than as similar and to provide developmentally appropriate (that is, differentiated) curricula. Multi-age classes are discussed as an alternative to self-contained classes and pullout programs for high ability children.