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An Empirical Comparison of Pupil Achievement and Other Variables in Graded and Ungraded Classes:

An Empirical Comparison of Pupil Achievement and Other Variables in Graded and Ungraded Classes: AN EMPIRICAL COMPARISON OF PUPIL ACHIEVEMENT AND OTHER VARIABLES IN GRADED AND UNGRADED CLASSES KENNET H D. HOPKINS, 0. A. OLDRIDGE, and MALCOLM L. WILLIAMSON University of Colorado, University of British Columbia, and University of Southern California INTRODUCTION During the past decade, interest in classroom organization and struc­ ture has increased, particularly interest in the ungraded, or nongraded, school. Goodlad and Anderson (1959) listed approximately fifty commu­ nities in which schools were using this type of organization, usually at the primary level. Much has been written regarding the purported superiority of the nongraded system (Anderson, 1962; Downs, 1960; Goodlad and Anderson, 1959; Gore, 1962; Time, 1963). Increased academic achieve­ ment is frequently mentioned. However, surprisingly little empirical re­ search on this point has been reported. Regarding the comparative achievement of pupils in graded and ungraded schools, Goodlad and Anderson (1959, p. 57) said: ". . . there is no evidence to suggest any­ thing. We have little more than inadequate firsthand impressions to go on." Later, in surveying the research on classroom organization, Goodlad (1960, p. 222) again commented, "Nongrading is supported by some plausible-sounding claims and theories rather than by research." Results of the studies that have been http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

An Empirical Comparison of Pupil Achievement and Other Variables in Graded and Ungraded Classes:

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References (12)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312002004207
Publisher site
See Article on Publisher Site

Abstract

AN EMPIRICAL COMPARISON OF PUPIL ACHIEVEMENT AND OTHER VARIABLES IN GRADED AND UNGRADED CLASSES KENNET H D. HOPKINS, 0. A. OLDRIDGE, and MALCOLM L. WILLIAMSON University of Colorado, University of British Columbia, and University of Southern California INTRODUCTION During the past decade, interest in classroom organization and struc­ ture has increased, particularly interest in the ungraded, or nongraded, school. Goodlad and Anderson (1959) listed approximately fifty commu­ nities in which schools were using this type of organization, usually at the primary level. Much has been written regarding the purported superiority of the nongraded system (Anderson, 1962; Downs, 1960; Goodlad and Anderson, 1959; Gore, 1962; Time, 1963). Increased academic achieve­ ment is frequently mentioned. However, surprisingly little empirical re­ search on this point has been reported. Regarding the comparative achievement of pupils in graded and ungraded schools, Goodlad and Anderson (1959, p. 57) said: ". . . there is no evidence to suggest any­ thing. We have little more than inadequate firsthand impressions to go on." Later, in surveying the research on classroom organization, Goodlad (1960, p. 222) again commented, "Nongrading is supported by some plausible-sounding claims and theories rather than by research." Results of the studies that have been

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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