Tailored small-group mathematics instruction significantly improves math outcomes for low achievers in grades 2 and 8¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Design limits · Rosholm 2025: the intervention came bundled with another change (read from the study by two models, 2026-10-26)

Subclaims¶

q3 i2 The pooled intervention effect is significantly positive in both grades, with LATE effect sizes of 0.47 SD in grade 2 and 0.30 SD in grade 8. → Rosholm 2025

Evidence¶

Rosholm 2025¶

Rosholm, M., Tonnesen, P. B., Rasmussen, K., Overgaard, S., Færch, J. V., Malm, S. G. & Harder, J. (2025). A tailored small group instruction intervention in mathematics benefits low achievers. npj Science of Learning 10, 18. https://doi.org/10.1038/s41539-025-00310-9

q3 · i2 · causal · r2

Two two-stage stratified randomized trials in Danish public schools, pupils randomized 2:1 into treatment or control within schools assigned to intervention arms. The LATE effect sizes equal to 0.47 SD and 0.30 SD in grades 2 and 8 are printed effect sizes; ITT effects were smaller due to imperfect compliance.

"The pooled (overall) effect of the intervention is significantly positive in both grades 2 and 8, with LATE effect sizes equal to 0.47 SD and 0.30 SD, respectively."

Discussion¶

Related Claims¶

• In grade 8, 1-group with coaching is the most effective arm (LATE = 0.57 SD) while the other arms show small insignificant effects — related
• In grade 2, 1-1 with coaching shows the largest effect (LATE = 0.8 SD) and 1-group is also significant, while 1-group with coaching is insignificant — related
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — a broader claim this one bears on