A Comparison of Pupil Achievement after One and One-Half and Three Years in a Nongraded Program

Abstract

Effects of nongraded organization on reading performance of elementary pupils were assessed at the end of one and one-half school years and three years to determine If non-grading resulted in differences in performance, and if differences were stable after nongrading became an established part of the school organization. Teachers (N = 0) and pupils (N = 52) were randomly assigned to E (nungraded) and C (graded) groups. Teachers of both groups received Identical treatment: workshops, consultant services, and materials. Reading performance of 13 group was significantly higher (p .01) at end of eighteen months, but there were no significant differences at end of three years. Differences in results may be due to transient effects of experimental conditions or greater suitability of nongraded organisation for beginning students.