Research reports, reviews, etc

• The Effects of Pupil Grouping: Literature Review - this report shows that there is no evidence that streamed or set classes produce higher performance than mixed-ability classes, by Peter Kutnick (DfES, November 2005)
• Small classes in the early grades, academic achievement, and graduating from high school - this article concludes that just one year in a small class is enough to reap long-term academic benefits, by Jeremy Finn (JEP, May 2005)
• The impact of school environments - this report reviews the literature on the effect of learning environments on achievement, engagement, affective state and well-being, by Steve Higgins (Design Council, February 2005)
• The effects of class size on attainment and classroom processes in English primary schools (Years 4 to 6) 2000-2003 - children in smaller classes did not make more progress in maths, English or science, by Peter Blatchford (DfES, December 2004)
• Primary pupils' experiences of different types of grouping in school - grouping does not affect attitudes towards school, by S Hallam (BER, August 2004)
• The impact of school size and single-sex education on performance - this study suggests that pupils can benefit academically from single-sex secondary schools and that school size has some impact on academic attainment and opportunity, by T. Spielhofer (NFER, 2002).
• Does small really make a difference? - a review of the literature on the effects of class size on teaching and pupils' attainment and behaviour, by V. Wilson (SCRE, June 2002)

• Class size, education and wages - this review shows that bigger classes reduce future earnings, by C. Dustmann (CEPR, May 2002)
• Class size in the early years - this research suggests that it is not class size per se but school size and school type that moderate the relationship between class size and educational attainment, by M. Iacovou (Institute for Social & Economic Research, May 2001)
• The Tennessee class size project - this longitudinal US study showed that children who are taught in small classes in the first few years are more likely to do better academically
• The relationship between resource allocation and pupil attainment - this review of international research shows that class size is less important than good teachers, by A. Vignoles (CEE, September 2000)

• Setting and streaming - does it make any difference

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