Who benefits from the open classroom? The interaction of social background with class setting

This study compares differences in performance of pupils from different SES groups studying in open and traditional classes. Reading comprehension and arithmetic achievement tests and Torrance tests of creativity were administered to first, third, and fifth graders (N = 180) from nine open and nine traditional classes in Israel. Results of this research differ considerably from previous research. Significant gaps in attainments of pupils from different SES groups were found, especially in language-related outcomes, both in open and traditional classes, but open classes diminished these gaps whereas traditional classes enhanced them during the year of our study. No evidence was found to support the hypothesis that upper SES pupils benefit more than lower SES pupils from learning in the open classroom. Moreover, fifth grade pupils from lower SES backgrounds performed better in open classes than in traditional classes.