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Several studies have been conducted regarding the benefits of multiage grouping of students and social and emotional development. Conversely, there were few recent studies to determine the relationship between multiage grouping and academic achievement. Fewer still were the studies examining multiage grouping and performance on standardized tests.In spite of the limited recent research and the decline of multiage classrooms, this study attempted to determine if there was a relationship between multiage programming and student proficiency in the areas of mathematics and reading as evidenced by subject scores on the Minnesota Comprehensive Assessments and Minnesota Basic Skills Tests of Reading and Mathematics

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Kevin Abrahamson has spent his entire professional career working in small, rural public school districts in Minnesota. After spending over 17 years as a teacher of English and Speech, Mr. Abrahamson made the move to administration and is currently serving as a PreK-12 Principal. He enjoys reading, the theatre, and gardening.

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