Continuous Relationships

Children coming to school today face a multitude of challenges: divorce, violence, substance abuse, dysfunctional families, among others, which erode away at their sense of stability and security. Placement in a multi-year teacher/class setting may provide a powerful stabilizing force for many children (Reynolds, Barnhart & Martin, 1999). Mazzuchi and Brooks (1992) conclude that multi-year assignments appear to provide a support system for all children, particularly those children from unstable home lives. "Recent research has found that students experience much greater success in schools structured to create close, sustained relationships among students and teachers" (Darling-Hammond, 1998, p.20).

In addition, close sustained relationships allow teachers and students to take on more ambitious learning goals with greater success since learning is less fragmented and more time exists to support serious work (Darling-Hammond, 1998). Studies have also shown that small schools and those that personalize instruction by keeping students and teachers together for longer periods of time have fewer behavior problems and increased achievement (Darling-Hammond, 1998).