The Reinvention of the Comprehensive School System in Finland: how do market-oriented reforms impact upon equity and equality of opportunity?

FORUM ◽  
2009 ◽  
Vol 51 (1) ◽  
pp. 9 ◽  
Author(s):  
ANNAMARI YLONEN
Keyword(s):  
School System ◽  
Equality Of Opportunity ◽  
Comprehensive School

6. Schools and Equality of Opportunity

2021 ◽  
pp. 78-92
Author(s):  
William Abel ◽  
Elizabeth Kahn ◽  
Tom Parr ◽  
Andrew Walton
Keyword(s):  
Private Schools ◽  
Family Life ◽  
Private School ◽  
School System ◽  
Equality Of Opportunity ◽  
The State ◽  
Educational Adequacy

This chapter addresses the value of equality of opportunity and assesses its implication for the design of the school system, arguing for the radical conclusion that the state should prohibit elite private schools. It begins by outlining how elite private schools create inequalities in prospects between children, and develops an account of why this is morally problematic. A challenge to the chapter’s argument comes from those who reject equality of opportunity in favour of educational adequacy. The chapter then considers the possibility that it is wrong for the state to prohibit elite private schools because this interferes too much in family life. It offers a framework for assessing which choices should be protected on these grounds, and argues that the choice to send one’s child to an elite private school does not fall in this set.

Grading Across Schools

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Valentino Dardanoni ◽  
Salvatore Modica ◽  
Aline Pennsi
Keyword(s):  
School System ◽  
Comprehensive School ◽  
The Usa ◽  
Grading Standards

Abstract This paper reports some facts about grading standards across a varied sample of 16 countries participating in the 2003 OCSE-PISA Survey. Our main finding is that in all countries except Ireland and the USA there is conspicuous heterogeneity in standards across schools (Table 3, Figures 1 & 2). In most of the countries where heterogeneity is present a grading-on-a-curve practice emerges, with grading standards increasing with average competence of the school's students (Table 4, Figures 3 & 4). Where this phenomenon is more pronounced, it may be related to existence of a tracking (as opposed to comprehensive) school system (Table 5, Figure 5).

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