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Unfortunately, The Wall Street Journal notes several times in the article that there are no gifted classes in Finland. This is misleading. There aren't "pull-out" type classes featuring Robin Hood, bugs, Egyptology, the culture of Japan, etc. But according to this report of gifted education in Europe, Finnish parents have the right to enroll their children in school early if they want. Many of the elementary schools are ungraded, which allows children to accelerate.

But here's what I think is the key point, from the WSJ and my other reading: The education culture in Finland is one of excellence and intense individualization. Finnish teachers are expected to customize lessons for students. As the WSJ quotes one education expert saying, "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs." And they are good entrepreneurs. In Finland, teachers are trained extensively. They must have master's degrees, and 40 people apply for every job. They earn about the same as their American counterparts. But, through treating teachers like professionals, and only choosing the best, Finland has managed to get an excellent teaching corps capable of individualizing lessons for slow learners and quick learners alike.

Another note: Finland spends less per student than the U.S. does.

Unfortunately, I worry that people reading the WSJ article and looking to take away ideas for educational improvement in the US will only seize on the "no gifted classes" idea. That would be a shame. In an environment where the teachers are uniformly excellent, where individual lessons are customized and where acceleration is possible, you don't necessarily need specific gifted classes. But I don't see many American education reform efforts combining all these elements yet.

Appropriate Age for IQ Testing
By Inderbir Kaur Sandhu, Ph.D
It is generally recommended that IQ testing for gifted children be done between age 5 and 12. Beyond 12, even the moderately gifted child is likely to encounter test ceiling effects. For the highly or profoundly gifted child, ceiling effects are in place on many measures which may begin as young as 8 (including the supplemental Stanford-Binet L-M). Research shows that for the average child, IQ test scores are reliable around age 8.

Teaching should concentrate on the slow students and the so called "gifted" could assist the teachers with the slower classmates. The slower students can catch and even surpass the faster students, if given enough time.