The Alaska School Effectiveness Project produced several reports in a series of reviews of research literature on such topics as class size. Using an ERIC search and conventional library methods, the question raised was "Do small classes have a positive effect on the academic achievement of elementary and secondary students?" Of the 35 documents reviewed, 20 were deemed valid studies. While findings were contradictory, reducing or increasing class size generally does not automatically produce any particular, foreseeable effect on achievement. In view of the findings, it is recommended that: (1) attention should be devoted to improving instructional methods, rather than altering class size in general; (2) since operating smaller class sizes for academically needy and younger students appears beneficial, schools are advised to make such settings possible if resources allow; (3) the possibility of small instructional groupings within large classes (using aides, for example) be explored, especially for academically needy children; and (4) no additional research on class size be initiated, although educators are urged to lend support to research which examines the relationship between opinions, attitudes and preferences, and outcomes. The document includes item decision displays, a 34 citation bibliography, and individual item reports on the citations. (BRR)