"Multi-age classrooms do not have tracking, or long term ability grouping. Grouping is usually short term and flexible. Students work with other students of all ability levels, and don't feel labeled as slow learners. They are not pulled out as a group of slow learners. Competition and comparison with other students is lessened, as students are looked at and evaluated according to their potential, not in relationship to "grade level standards", or in comparison to each other. Emphasis is on the "strengths" of individuals, rather than weaknesses. With less emphasis on competition than you find in a single grade classroom, students are not as aware of differences. When the right strategies are in place, the older student who is less able than his/her peers is not as aware of it." from Student Success and Self-image In a Multi-age Classroom by Janet Caudill Banks © CATS Publications, 1997  Back or returnHomepage