A later review reports that a 1997 New York City report found lower reading achievement after resource room group sizes rose from 5 to at most 8 students per teacher¶

Claim · All claims
Evidence · 1 study · review r3 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Increases in resource room instructional group sizes from 5 to at most 8 students per teacher led to decreases in reading achievement scores, per the review's account of Gottlieb (1997). → Bondebjerg 2023

Evidence¶

Bondebjerg 2023¶

Bondebjerg, A., Dalgaard, N. T., Filges, T., & Viinholt, B. C. A. (2023). The effects of small class sizes on students' academic achievement, socioemotional development and well‐being in special education: A systematic review. Campbell Systematic Reviews, 19, e1345. https://doi.org/10.1002/cl2.1345

q1 · i? · review · r3

The review attributes this to a 1997 research report evaluating increases in resource room instructional group size in New York City public schools; teachers reported diminished opportunities to help students and observations showed little individual instruction. No effect size is printed.

"The report indicated that increases in instructional group sizes from 5 to at most 8 students per teacher led to decreases in the reading achievement scores of resource room students."

Discussion¶

Related Claims¶

• Small group instruction is associated with significantly larger effect sizes than CAI and incentive components in targeted secondary interventions — the general claim this finding bears on, with the studies behind it
• TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services — related
• Whole-group instruction was the most common grouping structure in elementary resource-room reading instruction despite small class sizes — related