A Comparison of Pupil Achievement in Graded and Nongraded Primary Classrooms

Abstract

IT WAS THE purpose of this study to determine whether there would be a significant gain in the achievement of primary grade pupils after a vari ation of the nongraded primary unit was adopted. More specifically, the investigation sought to compare the achievement of 146 primary pupils who had been taught for approximately one year under a nongraded program in reading and spell ing with the achievement of 149 primary pupils who had been taught solely within the framework of the graded class structure.