A comparison of achievement among second graders in single-grade and multigrade classes

A review of the literature on multigrade and single-grade classrooms suggests that these grouping strategies may have an impact on student achievement. This study was therefore undertaken to determine if significant differences exist in the achievement levels of second grade students enrolled in multigrade or single-grade classes. The standardized test scores (Stanford Achievement Test, Ninth Edition - SAT 9) of children enrolled in single-grade classes were compared to those in multigrade classes. Results indicated that single-grade students scored significantly higher than did multigrade students on 36 of the 42 subtests of the SAT 9. These subtests assessed achievement in mathematics, reading, language, and spelling. Six of the 42 sub-scale scores revealed no significant difference between the two grouping structures. Implications for elementary teachers working with any classroom structure and for schools considering a multigrade approach are discussed.