Described as the placement of students within a two or three year age range in the same classroom based upon the child’s skill level, rather birth date, mixed-aged classrooms have the potential to increase academic achievement. 

   Typically in a mixed-age classroom, a seven year old who reads at a third grade level would be placed in a class with students who may be a year younger or older, but also read at the third grade level.

   This is not a new or untested strategy. A few years ago I was surprised to learn that some private schools have formed mixed-age (also known as multi-aged grouping) classes to meet the individual academic needs of their students. 

   Since most private/independent schools are self-supporting institutions, mixed-age classrooms are a good customer service tool. It makes good business sense for independent schools to customize classrooms to ensure the highest level of achievement for their students. 

   For public schools the concept of mixed-age groupings is clearly a radical departure from our current system of placing children of the same age in a classroom. This is an idea that has to be “sold” to school administrators. While it may or not have practical applications for all public schools, multi-age classrooms deserve a closer look. 

   In an article titled, “The Benefits of Mixed Age Grouping”, Lillian G. Katz writes, "Although humans are not usually born in litters, we seem to insist that they be educated in them. In most families children are born one at a time, and if the parents opt to have more than one child, the children are spaced out over a few years. 

   In the home, the older children help the younger ones with certain tasks. In this helping relationship, the younger and older children work together to help the younger learn new skills.”

    Katz uses tying shoes as an example of how children acquire new skills outside the classroom. “Older children who have mastered this skill will often help younger siblings tie their shoes. The older child has the opportunity to develop her patience, as well as the verbal skills necessary to communicate the steps to the younger child, while the younger learns how to tie her shoes. 

   Often, an older child may read a story to a younger child, occasionally pointing out letters of the alphabet as they read. The older child has the opportunity to develop and solidify reading abilities, while the younger has an opportunity to develop listening and early reading skills. These sorts of opportunities occur naturally in a home environment. 

   However, as more parents are in the work force, and children enter childcare settings in which they are grouped according to age, there are fewer opportunities for children to learn from older or younger children in a natural way.      Mixed-age classrooms allow this sort of interaction between older and younger children to occur.”

   Jayne Matthews is an academic advocate and non-profit development analyst. Education Matters because “only the educated are free”- Epicurus. Thoughts and comments are welcomed at This email address is being protected from spam bots, you need Javascript enabled to view it

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