Arkady
President
Your efforts to diminish the homogeneity vs. heterogeneity factor when comparing the Finnish education system with our American one by parsing nuance and minutiae, falls on my deaf ears.
As far as I'm concerned, anyone who proposes to contrast our system with their's, has no choice but to factor in this contrast. On the other hand, I do know that there are "for profit" Scandinavian education "companies" plying theirs wares where American charter school frameworks would allow and promise sufficient profit. I know a little about it because one of my sisters is the President of the NYC branch of one of these concerns.
So...if you're on retainer for one of these outfits, it makes sense that you would attempt to dismiss this contrast in "geneity". Those of us who aren't thus invested, don't have that luxury.
I have no personal stake in the issue at all (other than a general stake in encouraging the improvement in our national educational system). If you go back to the top, you'll see that I've pointed out that there are very different models that have shown great success (such as a number of Asian systems, which also score very high, and yet differ from the Finnish system greatly in terms of reliance on standardized tests). I just believe in bench-marking against peers to emulate what seems to be working, whenever that's practical. If the differences between the US and Finland are such that replicating their success by emulating their methods is impractical, I'm all for moving on to other successful systems from which to learn, instead. But before moving on, I'd like to have a better idea of what, exactly, makes the Finnish success impossible to replicate here. If it's homogeneity, I want a better understanding of what kind of homogeneity we're talking about and how, exactly, that would prevent the Finnish system from serving as a useful model. Is that really so much to ask?