Class size as a means of three-tiered support in Finnish primary schools

In Finland, class size is used as a means of support by placing students with milder support needs in slightly smaller classes. This study tests the scientific basis of this practice by following the development of 869 students' performance from the fourth grade to the sixth grade, analyzing the effects of class size on performance and the patterns of performance in the groups of students receiving tier 2 (n = 69) and tier 3 (n = 36) support. The results confirmed that on average larger classes perform better and that students receiving support study in slightly smaller classes. At the individual level, receiving support was related to lower initial performance and the gap increased during the follow-up. However, at the class level, the proportion of students receiving support in the class predicted later performance positively. Class size was only related to initial differences and not to the development of performance.