Research & Resources

An Evidence-Based Approach

Our microschool model isn't a trend — it's grounded in decades of peer-reviewed research on child development, social learning, and academic achievement. From Vygotsky's foundational theories to modern longitudinal studies, the evidence consistently supports what generations of one-room schoolhouse teachers knew instinctively: children thrive when they learn alongside peers of different ages.

Below you'll find the key research that informs our approach, along with resources for families who want to learn more.

Social & Behavioral Outcomes

Children's Social Behavior in Mixed-Age vs. Same-Age Classrooms

McClellan, D. E., & Kinsey, S. (1999). Early Childhood Research & Practice, 1(1).

This landmark study of 566 students across suburban and inner-city schools found that children in mixed-age classrooms demonstrated:

Significantly more prosocial behavior (p < .000) — the effect size nearly equaled all other classroom variables combined
Significantly less aggressive behavior (p < .000)
Higher friendship and peer acceptance ratings (p < .01)
Fewer children experiencing social isolation

Remarkably, these benefits persisted into third grade, even after children transitioned to same-age classrooms. Children who had been in mixed-age first grades remained significantly less aggressive and more prosocial years later.

Read the full study | ERIC Database

Advantages of Mixed-Age Free Play in Elementary School

Parrott, H. M., & Cohen, L. E. (2021). International Journal of Play, 10(1), 75–92.

This case study examined a New York public elementary school that implemented mixed-age play for kindergarten through fifth grade. Through child interviews, teacher interviews, and parent surveys, researchers found:

Cross-age interactions build lasting friendships across grade levels
Older children become natural role models for younger ones
Social skill development is enhanced through unstructured mixed-age play
Both teachers and parents strongly supported the mixed-age model

The findings align with Vygotsky's theories that children learn from one another and enhance their development through interaction with more capable peers.

Access the study (DOI)

Academic Outcomes

Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis

Veenman, S. (1995). Review of Educational Research, 65(4), 319–381.

This comprehensive meta-analysis examined the full body of research on multi-age and multigrade classrooms. The key finding:

No empirical evidence that student learning suffers in multigrade or multi-age classrooms
Students in well-implemented multi-age settings show equivalent or superior academic outcomes
The multi-age model supports both cognitive and noncognitive development

This synthesis challenged the assumption that children must be grouped by age to learn effectively, providing a research foundation for the modern microschool movement.

Access the study

Theoretical Foundation

Vygotsky's Zone of Proximal Development

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Soviet psychologist Lev Vygotsky's foundational work provides the theoretical basis for multi-age learning. He defined the Zone of Proximal Development (ZPD) as:

"The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers."

Key implications for multi-age education:

Children learn best when working with others who are slightly more advanced
More capable peers can provide scaffolding that helps less advanced students tackle new challenges
Both partners benefit: less advanced students learn from modeling, while more advanced students reinforce their understanding through teaching
Play with older children is especially likely to stretch children developmentally

Vygotsky wrote: "In play a child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself."

Catholic Microschools in Practice

"We Are Fully Sustainable" — The Rise of Catholic Microschools

Figge, J. (2025, November 5). The Pillar.

This in-depth report examines how Catholic microschools are transforming education across the United States. Key findings from schools implementing the model:

Holy Trinity School (Westmont, IL): Reading proficiency increased from 45% to 82%; math from 39% to 79% within one year
St. Athanasius (Long Beach, CA): Went from near-closure to $100,000 in reserves
Students who have experienced only microschooling are often the highest performers in their schools
Parents report increased engagement and school involvement
Alumni maintain lasting friendships formed in mixed-age classrooms

The article features interviews with principals, teachers, and families from microschools across the country, providing practical evidence for the model's effectiveness.

Read the full article

Greatness in Smallness: A Vision for Catholic Microschools

Wierzbicki, J., & Baxter, K. (Book)

Written by Dr. Jill Wierzbicki (former NCEA Vice President) and Dr. Kevin Baxter (former Archdiocese of Los Angeles Superintendent), this book provides a comprehensive guide for implementing Catholic microschools. It addresses:

The three pillars of microschool success: Catholic identity, academics, and operational standards
Strategies for financial sustainability with smaller enrollments
Best practices for multi-age instruction
Building strong parish-school relationships