case studies on the issue of the maximum class numbers were evident in the international benchmarking studies in the TIMS - and PISA studies that countries with lower average class sizes are not systematically better student performance. On the contrary: some of the states with the best measured math and science services, such as Korea and Hong Kong are even the countries with the largest class sizes. The improvement of teacher-pupil ratio in recent decades brought years as the increase in expenditure per pupil in those years, no changes in the results in international achievement tests. Especially in the Anglo-Saxon countries, large studies were conducted, in which it appeared that the students smaller classes hardly perform better than those of larger classes provided. More often just the opposite was observed.
