SK> ->   I've _seen_ 8th-grade classrooms where the reading level varied
SK> -> from
SK> -> second to sixth grade.
SK> ->   I'd call "multi-age classrooms" an impossible burden on teachers 
SK> by
SK> -> the
SK> -> time kids reached age 10.  Some of the kids in the classroom would
SK> -> still be barely able to read and add, while others were doing
SK> -> 8th-grade work.
SK> 
SK> You completely misunderstand the point. The point of multi-age
SK> classrooms in today's school would be so that there is NOT such a 
SK> wide
SK> variance in abilities within one classroom.
    That could only be accomplished by heavy reliance (to a heavier extent 
than now) on tracking, for otherwise the difference in raw ability would soon 
be reflected in a wider variation among students in one classroom than 
teachers face in age-specific grouping.
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