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"Simply No Worse and Simply No Better" May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes

University of California, Riverside

Robert B. Burns

University of San Francisco

Although Simon Veenman’s (1995) synthesis of research on multigrade and multi-age classes contributes important definitions and findings to the literature, his assessment of the effects of multigrade classes—the more common of these classroom structures—ignores two key factors: (a) selection bias and (b) lower-quality instruction. The omission of these two key factors and Veenman’s implicit advocacy of multi-age classes and cross-grade grouping render his no-difference conclusion problematic. In this article, we critique Veenman’s conclusion and explanations, and argue that selection bias and lower-quality instruction should be included as part of the explanation for his no-difference finding. We conclude that multigrade classes have at least a small negative effect on achievement as well as potentially negative effects on teacher motivation. We suggest that researchers examine more carefully the conditions under which student achievement and affect may be fostered in this classroom structure.

Review of Educational Research, Vol. 66, No. 3, 307-322 (1996)
DOI: 10.3102/00346543066003307


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				S. Veenman Effects of Multigrade and Multi-Age Classes Reconsidered Review of Educational Research, January 1, 1996; 66(3): 323 - 340. [Abstract] [PDF]