Teachers in multiage classrooms must develop curriculum that encompasses standards from two or three grade levels. Lesson plans in these classes must include assignments for students of differing levels to meet all grade-level standards. Teachers must monitor students' progress against multiple grade level expectations. Multiage education requires a great deal of small-group instruction at differing levels, which can make classroom management extremely complicated.
Younger students or those who are lower-functioning may have unrealistic expectations of themselves, based on the progress of older students or higher-achieving students. Students may feel unsuccessful in comparison with their peers in this situation. Multiage classes require students to be self-directed and internally motivated. Students with attention deficits or who lack motivation may not perform well in these environments.
Parents of children in multiage classes may have unrealistic views of their children's abilities and performance. Because students in these classes are allowed to work at their individual levels rather than at grade level, parents may have an inflated view of their children's capabilities. Also, parents who are extremely competitive may not like the self-directed atmosphere of a multiage class. Furthermore, parents often fear that older students in multiage classes will spend the majority of their time tutoring younger students rather than learning new material.
Multiage settings may generate particular challenges for school administrators. Often, the parents who support multiage education are those who are more involved in school in general; these tend to be the more affluent parents. Therefore, multiage classes can inadvertently become very homogenous groupings of advantaged students. Administrators must avoid creating classes that are not representative of the larger school's population.
Moreover, multiage staff may require training that differs from that of the general faculty. This can cause logistical issues with staff development, as well as friction with other teachers who may perceive the multiage program as privileged. Because standardized testing requirements often differ across grade levels, administrators may also have difficulty implementing testing programs in multiage classes.