The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school

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Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “However, the DISS project (Blatchford, Bassett, Brown, Koutsoubou, et al, 2009), as well as other studies (Gerber, Finn, Achilles, & Boyd-Zaharias, 2001 ; Klassen, 2001 ; Muijs & Reynolds, 2003 ), have not found that TAs have a positive effect on pupils' educational progress.”
The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil–Adult Ratios (CSPAR) KS2 Project (2004, result): “This negative finding is also found in other recent research (Muijs & Reynolds, 2002 ).”
The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature (2010, background): “Why then did the study by Muijs and Reynolds (2003) yield a different finding indicating that the children in both intervention and control groups made the same amount of progress?”
The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress (2011, result): “…2009), but other studies report negative results: for example, Finn et al. (2000), on the basis of data from the often-cited Tennessee STAR project, found that there was no compensatory effect of having extra staff in larger (‘regular’) classes, a result similar to that of Reynolds & Muijs (2003).”