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Finland has been a poster child for school improvement since it rapidly climbed to the top of the international rankings after it emerged from the Soviet Union’s shadow.Once poorly ranked educationally, with a turgid bureaucratic system that produced low-quality education and large inequalities, it now ranks first among all the OECD nations (Organization for Economic Cooperation and Development—roughly, the so-called “developed” nations) on the PISA (Program for International Student Assessments), an international test for 15-year-olds in language, math, and science literacy.Meanwhile, the United States has been imposing more external testing—often exacerbating differential access to curriculum—while creating more inequitable conditions in local schools.Resources for children and schools, in the form of both overall funding and the presence of trained, experienced teachers, have become more disparate in many states, thus undermining the capacity of schools to meet the outcomes that are ostensibly sought.No minimum, no maximum, but a very specific set of rules.
To imagine how that might be done, one can look at nations that started with very little and purposefully built highly productive and equitable systems, sometimes almost from scratch, in the space of only two to three decades.
A recent analysis of the Finnish system summarized its core principles as follows: The process of change has been almost the reverse of policies in the United States.
Over the past 40 years, Finland has shifted from a highly centralized system emphasizing external testing to a more localized system in which highly trained teachers design curriculum around the very lean national standards.
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Although most immigrants are still from places like Sweden, the most rapidly growing newcomer groups since 1990 have been from Afghanistan, Bosnia, India, Iran, Iraq, Serbia, Somalia, Turkey, Thailand, and Vietnam. Yet achievement has been climbing in Finland and growing more equitable.