ABSTRACT
This chapter engages the discussion of defining success by asking, “What do we really want for our children?” This chapter defines success as illustrated in a curriculum-centered, graded school versus the definition of success in a child-centered, multiage school. Success in the graded system is often defined as achievement most often equated with grades and scores on standardized tests. Failure is defined as the opposite of success. The graded system operates in a way that values some children and, thus, devalues other children, resulting in a winner/loser situation. Multiage education redefines success and embraces the values we really want for our children. Long-term cognitive and affective goals are described. Success for children in multiage settings is not defined through grades or by test scores, but as authentic, personal achievements, accomplishments, and realizations. Success is different for every child, because every child is unique; multiage recognizes every child’s value and importance. The stark differences in the definitions of success between the two systems is important to understand as it guides our decisions based on what we truly believe and value for our children.
