Document Type

Thesis - Open Access

Award Date


Degree Name

Master of Science (MS)




Eagle Grove's non-graded middle school had begun operation in September of 196 7. The student population was approximately 600, 1968 - 1969 school year, within gr��des 6 through 9. The school also had drawn enrollment from the nearby communities of Woolstock, Vincent, and Thor. Belmond 1 s traditional school system had grade 6 in the elementary school, grades 7 - 8 in the junior high school, and grade 9 in the high school. The system also had drawn enrollment from the surrounding rural territory. Richard Miller* (14:1) stated the nongraded movement is one of the ten most topical and important concerns in American education today. The movement, being at the forefront of thought, should be reviewed: discussed, and researched. Miller (14:3-5) believed that what was appropriate in the Nineteenth Century for industry, agriculture, and education no longer suffices. Advancement in science and technology, research consciousness, the need for specialization, and importance of the individual importance of the study was taken from Richard Miller's anthology have encouraged the nongraded educational movement. Our society needs to and must keep up with the rapid changes of today. Richard Gale (14:1 -29) perceived the nongraded school as a continuing trend; believed individual and flexible instruction is the foundation of the nongraded school. The unique learning pattern of each pupil, a realistic concern for the· potentialities as well as the performance of each youngster, is at the heart of the nongraded school. The greater flexibility of the nongraded school allows students with special talents to pursue their interests more easily, just as it permits those less adept at certain things to spend enough time in these areas to learn the relevant material fully. Very little is known about what happens when a school changes from graded to nongraded. In a study which compared graded and nongraded elementary schools, Robert Carbone (14:51) found evidence that ran counter to optimistic claims of nongraded school advocates. This study seemed to indicate that it was not realistic to expect great academic achievement and better mental health among pupils rarely because of a change of organizational structure, instructional changes were also needed.

Library of Congress Subject Headings

Ability grouping in education
Junior high schools -- Iowa -- Eagle Grove



Number of Pages



South Dakota State University