Small-group instruction to improve student performance in mathematics in early grades: Results from a randomized field experiment
基于挪威159所学校的随机实验，发现将7-9岁学生分组进行每周3-4小时的小组教学，可提升数学成绩0.06个标准差，且对所有学生效果一致。
We investigate whether small-group instruction improves student performance in mathematics in the early grades using a large-scale RCT covering 159 Norwegian schools over four years. The students − 7–9 years old - are pulled out from their regular mathematics classes into small, homogenous groups of 4–6 students for mathematics instruction for 3 to 4 h per week, for two periods of 4–6 weeks per school year. Unlike many other recent tutoring experiments, all students are pulled out, not only struggling students. In our intention-to-treat analysis, we find that students in treatment schools increased their performance by 0.06 of a standard deviation in national tests, with no differential effect by baseline test score level, parental education, or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.