SIMPLY NO WORSE AND SIMPLY NO BETTER MAY SIMPLY BE WRONG - A CRITIQUEOF VEENMANS CONCLUSION ABOUT MULTIGRADE CLASSES

Although Simon Veenman's (1995) synthesis of research on multigrade an d multi-age classes contributes important definitions and findings to the literature, his assessment of the effects of multigrade classes-th e more common of these classroom structures-ignores two key factors: ( a) selection bias and (b) lower-quality instruction. The omission of t hese two key factors and Veenman's implicit advocacy of multi-age clas ses and cross-grade grouping render his no-difference conclusion probl ematic. In this article, we critique Veenman's conclusion and explanat ions, and argue that selection bias and lower-quality instruction shou ld be included as part of the explanation for his no-difference findin g. We conclude that multigrade classes have at least a small negative effect on achievement as well as as potentially negative effects on te acher motivation. We suggest that researchers examine more carefully t he conditions under which student achievement and affect may be foster ed in this classroom structure.