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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.Because of these trends, many people have turned to Finland for clues to educational transformation.By 2006, Finland’s between-school variance on the PISA science scale was only 5 percent, whereas the average between-school variance in other OECD nations was about 33 percent.(Large between-school variation is generally related to social inequality.) The overall variation in achievement among Finnish students is also smaller than that of nearly all the other OECD countries.The country also boasts a highly equitable distribution of achievement, even for its growing share of immigrant students.In a recent analysis of educational reform policies, Finnish policy analyst Pasi Sahlberg describes how, since the 1970s, Finland has changed its traditional education system “into a model of a modern, publicly financed education system with widespread equity, good quality, large participation—all of this at reasonable cost.” More than 99 percent of students now successfully complete compulsory basic education, and about 90 percent complete upper secondary school.Ninety-eight percent of the cost of education at all levels is covered by government rather than by private sources.

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He observes:"The Finns have worked systematically over 35 years to make sure that competent professionals who can craft the best learning conditions for all students are in all schools, rather than thinking that standardized instruction and related testing can be brought in at the last minute to improve student learning and turn around failing schools." Sahlberg identifies a set of global reforms, undertaken especially in the Anglo-Saxon countries, that Finland has not adopted, including standardization of curriculum enforced by frequent external tests; narrowing of the curriculum to basic skills in reading and mathematics; reduced use of innovative teaching strategies; adoption of educational ideas from external sources, rather than development of local internal capacity for innovation and problem-solving; and adoption of high-stakes accountability policies, featuring rewards and sanctions for students, teachers, and schools.

Two-thirds of these graduates enroll in universities or professionally oriented polytechnic schools.

More than 50 percent of the Finnish adult population participates in adult education programs.

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.

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