Multi-Level Classes: What Parents Need to Know

What are they?

Multi-level classrooms (also referred to as “heterogeneous grouping”) are classes in which students are placed in the same classroom regardless of academic ability and foundational knowledge—all in the name of equity. 

Multi-level classes are common in English, Math, Foreign Language and Science classes, although they can be used for any class.

What is the argument in favor of multi-level classes?

Proponents of multi-level classrooms believe this environment challenges students of all academic abilities via peer mentorship and differentiated instruction. Proponents also believe this instructional method facilitates social and emotional learning among peers. Proponents cite peer tutoring and ability-based group work within these multi-level classes as tools to ensure everyone is challenged appropriately within their group while still benefiting from interaction with classmates at different levels. 

Schools are often criticized because students of different races aren’t equally represented in all levels of classes—by grouping everyone together, they immediately improve those optics and silence that criticism. 

What is the argument against multi-level classes?

Multi-level classrooms aim to counteract disproportionate representation in honors classes by teaching everyone, regardless of ability or foundational knowledge, in the same classroom. Opponents of multi-level classes say that they require teachers to do the impossible: meet the needs of students with a wide variety of needs during the same class period— students who are struggling are mixed with high achievers ready for harder work and the teacher is tasked with “differentiating” the lessons to meet these disparate needs. Students who master a lesson are often bored and slowed down as they wait for their classmates to grapple with the material—or they are called upon to be tutors for the students who are struggling and need remedial help. On the flip side, students who require remediation or more time to master a lesson may feel rushed and/or frustrated that they still “don’t get it” while many of their classmates are ready to move on. It may also be demotivating for students who are struggling with certain subject matter to be in a class where it appears everyone else is “getting” it quickly. 

Despite the claims that teachers “just need to differentiate” when teaching multi-level classes, this is a tall order that just isn’t possible for most teachers. 

Questions to ask your student’s school:

• Do you require multi-level classrooms? If so, what subjects are taught in multi- level classrooms?
• How can I be assured that my child will be academically challenged in this environment? 
• Is there an option or process to remove my child from a multi-level classroom?
• Did the school voted on by the school board? If so, what is the school board policy?