Date of Award
Specialist in Education (Ed.S.)
Dr. Lisa Kelly-Vance
Nongraded schools have recently regained popularity. A variety of researchers have compared student achievement levels between nongraded and traditional graded programs to determine efficacy, however results have been inconsistent. The current researcher further examined achievement differences between nongraded and graded classrooms through replication and extension of a previous study performed by Kelly-Vance, and Ruane (2000), in order to contribute additional research in an area lacking in consistent support. Students were recruited from two schools (i.e., Schools A and B) containing comparable percentages of students receiving free or reduced-cost lunch. Students from School A served as a graded control group, while students from School B were recruited from graded and nongraded classrooms. Dependent measures consisted of student performance on Curriculum-Based Measurement (CBM) probes in the areas of reading, math, and written language. Overall, nongraded students performed as well as, but not better than, graded students on CBM probes. While significant results indicated that nongraded students outperformed graded students at School B in reading at the fifth-sixth grade level and in math at the third-fourth grade level, graded students at School A performed similarly, suggesting that the performance on the nongraded students could not generalize to other nearby schools. Implications of the current study are discussed.
Arkfeld, Amanda M., "Differences in Achievement Between Graded and Nongraded Elementary School Students" (2002). Student Work. 2393.