Achievement in Multi-Grade Versus Single-Grade Elementary Classrooms

Author

Rhonda J. McBride, University of Nebraska at Omaha

Date of Award

11-1-1999

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

Abstract

This study investigated differences in achievement of students in multi-grade classrooms vs. those in single-grade classrooms. The participants were 254 3rd through 6th graders. Reading, language, math, spelling, social studies, and science scores from the Comprehensive Test of Basic Skills were used to compare the achievement of students in multi-grade classrooms with their same-grade peers in single-grade classrooms.

Comments

An Ed.S Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Education Specialist

Recommended Citation

McBride, Rhonda J., "Achievement in Multi-Grade Versus Single-Grade Elementary Classrooms" (1999). Student Work. 2624.
https://digitalcommons.unomaha.edu/studentwork/2624