Revisiting the "Myth of Equality": Does School Autonomy Mitigate Educational Inequality in Finland? —An Empirical Analysis using Hierarchical Linear Modeling (HLM) on PISA 2022 Data—

Koga Mitsuhashi

No j5vt2_v1, EdArXiv from Center for Open Science

Abstract: This study empirically examines the sustainability of the Finnish education system, often lauded for its high equity. Given the recent decline in PISA scores and increasing immigration, the longevity of the "Myth of Equality" warrants re-evaluation. Using PISA 2022 data from Finland, we employed a rigorous statistical approach, specifically Hierarchical Linear Modeling (HLM) combined with Rubin's Rules, to analyze the effect of student socioeconomic status (ESCS) on achievement and the moderating role of school autonomy (measured by discretionary power over staffing, budget, and curriculum). Results demonstrate, firstly, a clear and significant presence of educational inequality, indicating that the impact of ESCS on student achievement in Finland is substantial. Secondly, a negative interaction effect was found between ESCS and school autonomy, suggesting that the achievement gap narrows in environments where schools possess higher autonomy. This finding challenges the conventional international view that increased school autonomy leads to greater inequity. We posit that this unique Finnish mechanism is supported by a historical commitment to preventing social exclusion and by a culture of highly professional teacher autonomy rooted in research-based training. We conclude that decentralization promotes equity only when coupled with high teacher professionalism and a deeply ingrained ethos of equality.

Date: 2025-12-17
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Persistent link: https://EconPapers.repec.org/RePEc:osf:edarxi:j5vt2_v1

DOI: 10.31219/osf.io/j5vt2_v1

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