The Alaska School Effectiveness Project produced several reports in a series of reviews of research literature on such topics as instructional grouping: group size. Using an ERIC search and conventional library methods, the question raised was "Does small group instruction have a positive effect on the academic achievement of children in the primary grades and beyond?" After pointing out that there was nothing magical about the benefits conferred on young children's achievement as a result of small group instruction, researchers and reviewers focused on the conditions observed in small groups settings which were found to foster achievement gains. Two conclusions were drawn: first, children in primary grades evidence higher achievement levels when they receive instruction in closely supervised, highly structured small group settings, and second, for older elementary and secondary students factors other than grouping arrangements appear to influence achievement and effective outcomes. It is recommended that children in primary grades should receive as much small group instruction as possible, and reasons other than hoped-for outcomes in student achievement and attitude should guide decisions about grouping arrangements for older elementary and secondary students. The document includes item decision displays, the 17 citation bibliography, and individual item reports on the citations. (BRR)