SISU.

Finland's students used to place poorly on those international comparisons.  That has changed, for a number of reasons.

In 2009, Finland's students scored third in reading, sixth in math and second in science out of 65 countries that participated in the exam.

American students scored 17th in reading, 23rd in science and 31st in math.

But looking at the Finnish system comes with caveats - some characteristics of the country head in the opposite direction from the way things are moving in American education.

For example, Finnish education and government leaders downplay standardized testing. They place more value on developing creativity and independent thought, and don't believe in judging schools by test scores. The country's internal testing of students is so light that the PISA scores came as a surprise for most; many teachers say they knew their students were doing well, just not that well.

Finland has a relatively homogenous population; the country is predominantly white and Lutheran. The U.S. has a diverse population of people from different cultures, with different values and priorities, especially when it comes to education.

Strong believers in equality, the Finns have long supported a system where wealth is distributed more evenly, making it nearly impossible to live in abject poverty. The income ladder ranges more greatly in the U.S., with intense wealth at the top and intense poverty at the bottom.

Some schools in Finland do serve a predominantly low-income population, and the pace of instruction at those schools is indeed slower than at the schools in middle-income areas. But the low-income schools are supported in other ways to try to give all students the tools needed to reach a basic level of education by the end of ninth grade.

Apparently, when one treats teachers like professionals, and requires advanced degrees as evidence of intensive preparation rather than as a credential for a pay raise, one gets results.

[Taneli] Nordberg got his master's degree in English. His thesis focused on the way English core modals (can, must, may, etc.) are portrayed in Finnish upper secondary school textbooks. He also had to do a thesis for his bachelor's degree. And another specifically for teacher training.

"It was agony," he recalls of his master's thesis. "But I did it."

Like other applicants to teacher-studies programs, Nordberg had to have high academic marks, pass an entrance exam and pass an in-person interview before he was accepted to the program.

Once in the profession, teachers have a lot of autonomy over their classroom. A national curriculum set by the local government - with input from the national teachers union - explains what should be learned but not how to teach it.

Teachers have control over that part.

"In Finland it's very common for us to write our own textbooks or choose the methods and curriculum or textbooks we want to buy," said Sepoo Nyyssönen, a philosophy teacher at Sibelius High School, an arts-based school in Helsinki.

"I think that's why I feel that teaching is good - you are like the king or queen of your own classroom," Nyyssönen said.

The curriculum offers students options, without replicating existing social stratification.

Finland sought to eliminate a tracking system that divided students after fourth grade, at age 10. Children who seemed college-bound were offered a more rigorous curriculum, while others were ushered to less academic classes. The Finns instead implemented a comprehensive nine-year system of schooling that goes from age 7 to 16. At that point, students can decide for themselves if they want to go to the college-prep lukio to complete upper secondary school, or if they want to spend the next three years in the vocational high schools, where they can start to learn a trade.

Students can switch between the high school options, however, and choosing the vocational track does not preclude a student from getting into a university.

Recently, there's been more discussion in Wisconsin of breathing new life into vocational training options for high school students, and acknowledging that not all students need or want to pursue an expensive four-year bachelor's degree.

A bill batted around in Madison this legislative session called for more flexibility in substituting vocational classes for certain academic high school credits.

Local advocates of vocational education, such as Tim Sullivan, the former CEO of Bucyrus International Inc., have said that Wisconsin manufacturers have jobs to fill, but can't find qualified local graduates.

Apparently in Finland you don't shunt the burnouts and troublemakers into shop class, the way too many U.S. districts do (if they even have a shop class any more), and restoring the blue-collar aristocracy means discovering the youngsters with the aptitude and the enthusiasm to do impromptu engineering and proper tolerance-setting.

The article suggests Finlanders still see room for improvement, and it raises the possibility that the high-achievers might be neglected, but No Child Gets Ahead does the same thing, while focusing too heavily on high-stakes tests, and it crowds out recess.

Being outside is also important - many schools in Finland are flanked by vast playgrounds and forests that allow children to spread out and play before, during and after school.

"If children don't have a good home background, we think they need sports and arts and other activities to help them feel good about themselves," said Irmeli Halinen, head of curriculum development of general education for the Finnish National Board of Education.

The article notes that Finland has a more comprehensive welfare state, and a top marginal tax rate of at least 51 percent. It's up to the reader to evaluate the article, and the supporting evidence, and decide whether that's a course worth emulating.