I wasn't overly concerned when I learned that my youngest son was going to be in a split grade this year. My two oldest had a split class for Grades 7 and 8, and based on their experience, I figure split grades aren't necessarily a bad thing.

Or are they?

According to the People for Education's "Annual Report on Ontario's School 2008," the jury is still out on whether split grades actually help or hurt students. The report says studies revealed mixed results when considering the impact of split classes on student achievement. Out of 38 studies, 28 showed no impact either way. Four showed a positive effect, and six revealed that students did better in single-grade classes.

So why even bother with split grades? They seem to be just part of a numbers game.

Thanks to government caps on class size, split grades have increased significantly in recent years. In 2008, 74% of schools across Ontario reported split grades in elementary schools and of those schools, an average of 36% of their classes had two or more grades in them.

The good news is, according to this YorkRegion.com article, the Ministry of Education lists several important benefits of combined grades, including "improved social development, leadership, self-motivation and decision making skills."

An article in the September issue of Today's Parent magazine supports some of the Ministry of Education's claims. Joel Gajadharsingh, professor emeritus of education at the University of Saskatchewan, told the magazine students in split grades not only do just as well academically, they might even do better. The repetition and exposure to another grade can help make them more respectful and collaborative, even if they're in the older part of the split.

"They're not simply left alone," he says. "They have assignments to do and it's these things that teach them independence and dependability to do their work. They also learn to collaborate in this kind of environment, where they either give help or seek help."

Wow. Aren't those skills we'd like to see developed in all of our children?

Heck, maybe all students should be in split grades?

Uh, no.

Fortunately for my children, they've only had positive experiences with their split grades. In all three cases, their teachers seemed able to keep up with the extra demands of a split class, and my kids enjoyed being with mixed age groups.

But this isn't always the case.

In the same article of Today's Parent magazine, one parent said mixed ages can sometimes leading to bullying, after her son was targeted and picked on by some of the older students in his split class.

Parents with concerns about split classes aren't alone. Although lots of students probably do okay - maybe even great -  in split classes, the bottom line is that many educators, including both public and Catholic teachers' unions, have expressed serious concerns.

In its Policy and Position Statements, the Elementary Teachers' Federation of Ontario says combined grades should never be used in Grades 3 to 8. Or in a rotary system. And teachers and students shouldn't be in split classes in consecutive years. Plus combined grades should only be used for those students who are independent learners.

Or if Jupiter is aligned with Mars.

The YorkRegion.com article notes the Ontario English Catholic Teachers' Association has said split grades are nearly impossible to handle under an inflexible curriculum with a "staggering" number of expectations.

According to the People for Education's Annual Report on Ontario's Public Schools, many teachers also have serious concerns about split classes.

Some worry it can lower the quality of instruction in the classroom.

"The demands of the Ontario curriculum are intense. A move to differentiated instruction, which requires teachers to adjust their methods and content to match the different capacities of a wide range of students, combined with having to teach students in two or more grades may reduce the quality of the instruction."

As a parent, I'm also concerned by the report's claim that teachers in split classes are "less happy on the job" compared to those teachers in a single-age classroom, thanks to a heavier teaching load and increased demands for classroom management.

I like the idea of my children being exposed to different age groups. Diversity is always a good thing, right?

But more importantly, I want my children to have the happy and satisfied teacher. Not the overworked (and possibly resentful) one.

Editor: You may also be interested in a discussion paper on combined grades by the Ontario English Catholic Teachers Association.

When it comes to future university applications, good grades and extracurricular activities might not be the only filters.

According to Torben Drewes, an economist at Trent University, universities might have to start thinking of men as a 'disadvantaged group' when it comes to post-secondary education.

Meaning a third filter: gender.

The university gender gap is growing. The Association of Universities and Colleges in Canada reports that in 2006, 56 per cent of Canadian undergraduates were women. Compare this number to the early 1970s, when more than two-thirds of university graduates in their mid-20s were men.

So why are men now so heavily outnumbered on campus? In a study released earlier this week, "The University Gender Gap: The Role of High School Grades," Drewes suggests a simple answer: girls study more than boys. They get better high-school marks, which in turn gets them into university.

Makes sense, right? If you study hard, the payoff includes higher marks and entry into university. But who needs a study to tell us that?

Interestingly, according to the study, the fact that girls study more accounts for just under half of the difference between male and female grades. Maybe the answer isn't so simple after all.

The other half, Drewes explains, is due to girls' "greater efficiency in converting a given amount of study time into a grade." Meaning, girls don't just study more. They also study better.

So what, if anything, should universities be doing about this? Should they lower admission criteria for male applicants? Is it even a university's responsibility to maintain a gender balance?

Effort isn't the only factor. So how are girls studying 'better'? In an interview with the Ottawa Citizen, Drewes said something in the high school system "rewards girls more than boys." However, that doesn't mean he's in favour of creating lower university entry standards for males. "That seems wrong."

I have five children, one girl and four boys. Interestingly, Jenny, my oldest, has always had the highest marks among my five kids. Of course, her three youngest brothers are only 4, 11, and 13. But even comparing how she did at their ages and grades, her marks were always higher.

Why?

I always assumed it's because Jenny has an incredible work ethic. She's a well-organized student who makes school and homework a priority. During her years in public school, unlike her younger brothers, I never had to remind her to do her homework, or lecture her about studying harder.

I've never considered her gender as a possible factor in her academic success.

The study concluded that the difference between male and female grades can be explained by girls not only studying more, but also studying more efficiently than boys. Makes sense to me.

Sounds like our girls can teach the boys a thing or two.

My 11- and 13-year-old sons brought home their final report cards. On just two sheets of paper I had a complete snapshot of their entire school year. Reading, writing, oral and visual communication skills were just a few of the areas reported on.

The report cards included a summary of how well they handled their math, science and technology, social studies, health and fitness, music, and art classes. It even included evaluations of their initiative, problem solving abilities, and conflict resolution skills.

Thanks to the 'grade average' column on my son's grade seven report card, I was also able to see how the rest of his class did. Well, except for one of the most important people in the classroom. The person with the most power. The person everyone else in that classroom was at the complete mercy of all year long.

Yes, the teacher.

Picture this: a new type of report card. One that wouldn't grade math, reading comprehension or the visual arts. It wouldn't mention homework completion or class participation. Or compare how your child did to the rest of the class.

Heck, it wouldn't even be grading the students.

It would be grading the teacher. Just the teacher.

There wouldn't be any marks for geometry, spatial sense, drama or dance.

Instead, there would be a section for 'Teaching Enthusiasm.' Do they share the subject matter with clarity and passion? Do they convey a sense of excitement about what they're teaching?

And most importantly, do they actually like teaching?

Do they even like kids?

There would also be a mark for 'Teaching Methods.' For instance, do they believe that using sarcasm with students is an effective tool? Did they ever abuse their power over students?

Then there would be the usual report card stuff.

How many times were they late? How many times were they absent? Do they show respect for others? And bring a healthy lunch and snacks to school?

And just like any report card, there would be a 'Comments Section.' It would list those crucial strengths/weaknesses/next steps.

Do they use visual and verbal cues to convey the meaning of familiar material? Do they make effective use of their free time? For example, do they use their 'spare(s)' to grade papers in order to return materials to (especially) their high school students in a timely manner?

There would also be that critical third page. The 'Response Form.' The page where the teacher would have the opportunity to evaluate their report card and, in turn, evaluate the parents of their students.

The teacher could note, with specific examples, where they believe the parent failed to support the teacher's work with the student.

It would also include a section for the teacher to comment on their achievements, goals, and home support. And the opportunity to request a meeting to discuss the report card further.

And finally, there would be the 'Parent Relations' section. Does the teacher view parents as collaborators who share a common goal of maximizing student success?

Or do they simply view them as a major pain in the ass?