More than ten years, the international comparisons and rankings have highlighted the equality and quality of Finnish education system. Throughout the whole 2000s, PISA-test results have demonstrated that Finnish pupils score very high in math, science and reading; the percentage of pupils reaching only the lowest proficiency levels is very small; the variation between schools (measured in test scores) is very low; and, finally, the impact of pupils socio-economic background to learning outcomes is small.

Simultaneously, numerous education reforms over the Europe have sought to dismantle centralised bureaucracies and replace them with devolved systems of schooling emphasising parental choice and competition between increasingly diversified types of schools. In decentralised operational environments, new education policy initiatives have been implemented and adapted in very different and even contrary means on the sub-national level. These changes in local–central relations have produced a shared repertoire of structural and relational changes including deregulation, decentralisation and devolution, along with marketization, choice and individualisation (Ozga et al. 2011; Green et al. 1999).

Traditionally, Finnish comprehensive school system has been built on principle of equality, and the provision of basic education has been strictly governed by school districts. Since 1990s, administrative reforms, based on principles of decentralisation and deregulation, have reduced direct national control and authorised Finnish municipalities to determine their own government and the ways in which to produce the services – like provision of basic education – of which they are in charge. As a result, local education authorities have developed distinctive policies and practices concerning local models of selection and admission with various potential to exercise parental choice. (Varjo & Kalalahti 2011; Ylonen 2009.) Despite the changing education policy, diversification of schools and public ranking lists are commonly opposed.  

Changing admission and selection policies and emerging possibilities to exercise parental choice have considered being more beneficial to upper social classes (Reay & Ball 1997; Lauder et al. 1999). Evidently, school choices are related with the family’s resources, values and abilities. The aim of the presentation is to identify and analyse a range of family positions and school choice strategies within the political, social and educational context of Finland. Therefore, we ask: How is the education level, occupational status and income of parents connected to the school choice? What is the role of social class in explaining the differences in school choices?

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