Managing Student Diversity in Basic Education: Class Size and Class Composition as a Means

• In Event: Park Central Roundtable Session 13
  In Roundtable Session: Promising Teacher Practices for Diversity and Inclusion

Abstract

The present study examines how class size and class composition, in terms of the proportion of students with special educational needs (Tier 2 and 3), affect the academic performance of all students. The data (N = 5 368) was gathered in conjunction with a longitudinal large-scale assessment study conducted in 14 municipalities in Finnish metropolitan area during the lower secondary education. Multilevel regression modeling was used to examine the effects. The results show that class size was not related to the academic performance whereas the proportion of students with special educational needs predicted negatively the average class level performance.

Authors

• Ninja Hienonen, University of Helsinki

• Meri Lintuvuori, University of Helsinki

• Mari-Pauliina Vainikainen, University of Helsinki