Previous articleNext article No AccessFlint Evaluates Its Primary CycleVivien IngramVivien Ingram Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 61, Number 2Nov., 1960 Article DOIhttps://doi.org/10.1086/459860 Views: 2Total views on this site Citations: 13Citations are reported from Crossref Copyright 1960 The University of ChicagoPDF download Crossref reports the following articles citing this article:Roberto Gutiérrez, Robert E. Slavin Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis, Review of Educational Research 62, no.44 (Jul 2016): 333–376.https://doi.org/10.3102/00346543062004333Robert E. Slavin Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis, Review of Educational Research 57, no.33 (Jun 2016): 293–336.https://doi.org/10.3102/00346543057003293Robert E. Slavin Grouping for Instruction in the elementary School, Educational Psychologist 22, no.22 (Mar 1987): 109–127.https://doi.org/10.1207/s15326985ep2202_2James A Kulikand, Chen‐Lin C. Kulik Effects of Ability Grouping on Student Achievement, Equity & Excellence in Education 23, no.1-21-2 (Jan 1987): 22–30.https://doi.org/10.1080/1066568870230105 Stanley G. Sanders , and Jean P. Wren The Open-Space School-How Effective?, The Elementary School Journal 77, no.11 (Oct 2015): 57–62.https://doi.org/10.1086/461028William E. Walker The slow‐progress student in graded and Nongraded programs, Peabody Journal of Education 50, no.33 (Nov 2009): 191–210.https://doi.org/10.1080/01619567309537909William P. McLoughlin The effectiveness of the nongraded school, International Review of Education 18, no.11 (Dec 1972): 194–211.https://doi.org/10.1007/BF01450284D. P. Ramayya Achievement skills, personality variables, and classroom climate in graded and nongraded elementary schools, Psychology in the Schools 9, no.11 (Jan 1972): 88–92.https://doi.org/10.1002/1520-6807(197201)9:1<88::AID-PITS2310090120>3.0.CO;2-KJoseph D. Novak, Donald G. Ring, Pinchas Tamir Interpretation of research findings in terms of ausubel's theory and implications for science education, Science Education 55, no.44 (Jan 1971): 483–526.https://doi.org/10.1002/sce.3730550410J. Charles Jones, William Moore, Frank Van Devender A Comparison of Pupil Achievement after One and One-Half and Three Years in a Nongraded Program, The Journal of Educational Research 61, no.22 (Jan 2015): 75–77.https://doi.org/10.1080/00220671.1967.10883590Kenneth D. Hopkins, O. A. Oldridge, Malcolm L. Williamson An Empirical Comparison of Pupil Achievement and Other Variables in Graded and Ungraded Classes, American Educational Research Journal 2, no.44 (Jun 2016): 207–215.https://doi.org/10.3102/00028312002004207Joseph W. Halliwell A Comparison of Pupil Achievement in Graded and Nongraded Primary Classrooms, The Journal of Experimental Education 32, no.11 (Jan 2015): 59–64.https://doi.org/10.1080/00220973.1963.11010808Theodore L. Harris Summary of Investigations Relating to Reading July 1, 1960 to June 30, 1961, The Journal of Educational Research 55, no.55 (Dec 2014): 197–220.https://doi.org/10.1080/00220671.1962.10882793