In the first AHDR, the authors expressed a desire for education indicators allowing comparisons of education functions and outcomes, such as graduation rates, per capita spending, educator recruitment and retention and so on (Johansson et al., The lack of consistent primary and secondary education data across circumpolar regions continues to be a problem; the Arctic Social Indicators project only includes post-secondary indicators, which is symptomatic of this problem (Rasmussen et al., Our hope is that there is a movement among circumpolar nations to collect and disseminate consistent and comparable data on primary and secondary education before another decade passes.