Meta-analysis shows no significant difference in cognitive outcomes between multigrade and single-grade classes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i0 negligible
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Across 45 multigrade studies, the weighted average effect size for cognitive outcomes was essentially zero and the confidence interval included zero. → Simon Veenman 1996

Evidence¶

Simon Veenman 1996¶

Simon Veenman. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323-340. https://doi.org/10.2307/1170526

q3 · i0 · quant-synthesis · r2

Meta-analysis following Hedges and Olkin (1985) of multigrade studies, using a random effects model. For cognitive effects of multigrade classes, all studies (zeros and outliers included) yielded d = +.001 (k = 45, N = 73,225, CI -.05 to .05); the article reports "no significant difference" and CIs including 0.00.

"Overall, the results show that there is no significant difference in either cognitive or noncognitive learning outcomes between multigrade/multi-age grouping and single-grade/single-age grouping. For all of the analyses, the confidence intervals around the average effect sizes included 0.00."

Discussion¶

Related Claims¶

• Grade level moderates multigrade cognitive effects, with a diminishing positive effect from lower to higher grades — a narrower finding that bears on this claim
• Multi-age classes show no significant cognitive or noncognitive differences from single-age classes — possibly the same claim (merge candidate)
• Study quality, publication source, locality, socioeconomic status, years in multigrade classes, and publication year did not significantly predict multigrade cognitive effects — related
• Multigrade classes show negative weighted effects for science and social studies but not English as a foreign language — related
• Staff development for multigrade teachers improved time-on-task and teaching skills but did not raise achievement relative to untrained single-grade classes — related
• Noncognitive outcomes of multigrade classes show essentially zero overall effect after outlier removal — related
• Country of publication moderates multigrade cognitive effects, with a small negative effect only for European studies — a narrower finding that bears on this claim
• Evidence for a selection bias favoring multigrade classes is limited, found explicitly in only 4 of 51 studies — related