We, the undersigned parents and guardians of students at Wickliffe Progressive and Barrington Elementary, respectfully request that the school administration reconsider the decision to transition to single-grade classrooms starting in the 2025-2026 school year. We believe that multi-age classrooms provide significant educational and social benefits for students, and we urge the administration to explore alternative solutions to address the challenges outlined in the recent announcement.

Background: Wickliffe and Barrington have a long history of using multi-age classrooms as a core component of their Progressive Education philosophy. This approach has been a cornerstone of their ability to foster inclusive learning environments, encourage collaborative work, and promote long-term academic and personal development. However, recent communication suggests that due to evolving practices in literacy and math instruction, multi-age classrooms are no longer viable, and the schools plan to shift to single-grade classrooms.

Our Position: While we understand the evolving needs of the schools and the desire to provide high-quality instruction in math and literacy, we believe that multi-age classrooms remain a valuable and effective way to foster academic growth and social-emotional learning in our children. We ask that the administration reconsider the move to single-grade classrooms and instead continue to explore ways to strengthen the existing multi-age classroom model.

Reasons for Retaining Multi-Age Classrooms:

Developmentally Appropriate Learning: Multi-age classrooms allow for differentiated instruction that meets students where they are. Research shows that children benefit from a variety of learning experiences tailored to their developmental stage, rather than simply progressing through a standardized, age-based curriculum. According to the American Psychological Association, multi-age classrooms can encourage learning at the individual’s own pace, fostering both academic confidence and success.
Fostering Peer Learning and Mentorship: In multi-age classrooms, older students often serve as role models and mentors for younger students, which supports leadership and empathy skills. Younger students benefit from seeing academic and social behaviors modeled by older peers, while older students gain confidence in their abilities as leaders and teachers. Studies, such as those by the National Association for the Education of Young Children (NAEYC), highlight that peer teaching and mentoring in multi-age classrooms can enhance both academic outcomes and social-emotional growth for all students.
Building Stronger Relationships and Social Skills: Research has shown that multi-age classrooms encourage a sense of community and belonging among students, which is crucial for their emotional and social development. By interacting with peers of varying ages, students learn to work collaboratively and respect others with diverse perspectives. A study published in The Journal of Educational Psychology found that students in multi-age settings develop stronger interpersonal skills and greater emotional intelligence.
Encouraging Long-Term Growth and Stability: Multi-age classrooms provide the opportunity for students to stay with the same group of peers and teachers over multiple years, which promotes continuity in learning and stronger teacher-student relationships. This stability is particularly beneficial for students who may struggle with transitions. According to The Center for Responsive Schools, multi-age classrooms contribute to a stable, nurturing environment that supports academic and emotional resilience.
Aligning with Progressive Education Values: Progressive education is grounded in the belief that students should be active participants in their learning, engaged in collaborative and experiential activities that extend beyond traditional classroom boundaries. Multi-age classrooms foster these ideals by allowing for diverse, cross-age interactions and collaborative projects. The flexibility in teaching strategies within multi-age settings enables educators to support varied learning styles and abilities, helping to create a more inclusive educational experience.
What We Ask: We respectfully request that the school administration:

Consider the academic and social benefits of multi-age classrooms in their decision-making process.
Continue to explore innovative ways to integrate high-quality literacy and math instruction while preserving the multi-age model.
Engage with parents, educators, and the broader community to discuss alternatives that address instructional challenges without abandoning the progressive educational values that have defined Wickliffe Elementary for decades.
Conclusion: We strongly believe that multi-age classrooms provide an enriching educational experience that supports the holistic development of students. We urge the administration to revisit the proposed changes and consider the lasting impact this decision may have on the learning environment at Wickliffe Elementary. Together, we can find solutions that balance the demands of high-quality instruction with the unique benefits of multi-age learning.