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= "text" content = " The annual recording frenzy of Primary One began, The Straits Times indicating that more than half of the vacancies were filled in 17 schools after the Phase 1 [19659001L'exerciseofrecordingthisyearintervenestwomonthsafterPresidentHalimahYacob declared to attack inequality, a national priority, which motivates the question of the role played by the process. admission to this problem 13 "> The annual frenzy of primary primary registration began, with The Straits Times stating that more than half of the vacancies were filled in 17 schools after the phase 1 . This year's registration exercise comes two months after President Halimah Yacob declared attacking inequality as a national priority, prompting the question of the role played by the admissions process in this issue
= " DPM Tharman Shanmugaratnam said that the education system of Singapore should work to mitigate the" Lottery of Life ", in which some children are born with more advantages than others, have argued that the process of admission P1 – the first point at which students are systematically sorted in the educational system – gives benefits to those who are already advantaged. "data-reactid =" 14 "> DPM Tharman Shanmugaratnam said that the education system of Singapore should work to mitigate the "lottery of life", in which some in fants born with more benefits than others. Yet, as others have argued the P1 admission process – the first point at which students are systematically sorted into the education system – grants benefits to those who are already advantaged. Rather than alleviating the lottery of life, the admission process P1 perpetuates it
= "text" content = " Notes : (1) After the phase 1, every time a school is oversubscribed, (2) Since 2014, the MOE policy states that schools must reserve 20 places each for phases 2B and 2C. "20"> Notes : (1) After Phase 1, whenever a school is oversubscribed, it holds a ballot.The citizens of Singapore and the children living near the school have priority in the newsletter. vote. (2) Since 2014, the ME policy states that schools must reserve 20 places each for phase 2B and phase 2C
= "text" content = " This has a logistic sense for a child sibling who studies in a school, or whose parent works there, attends the same school, but many of the other soul criteria raise eyebrows "data-reactid =" 23 "> a child whose brother or sister studies at a school or whose parent works there to attend the same school. But many of the other criteria raise eyebrows.
= "text" content = " Why should alumni's children be treated differently? What types of parents have time to volunteer? Who has the money to buy Properties closer to popular schools? And who has the intelligence to navigate the entire process? It is not hard to deduce that it is socio-economically privileged children who have better chances in this process. "data-reactid =" 24 "> Why? Should the children of the elders be treated differently? What types of parents have time to volunteer? Who has the money to buy properties closer to popular schools? And who has the intelligence to navigate the entire process? It is not difficult to infer that it is the socio-economically privileged children who have better chances in this process.
= "text" content = " But to what extent, precisely, do these children have a greater likelihood of entering the schools of their choice? This is nested in a larger question: For a given child born in Singapore, what determines his path to success (regardless of the definite "success")? reactid = "25"> But to what extent specifically, are these children more likely to enter the schools of their choice? This is nested in a larger question: For a given child born in Singapore, what determines his or her way to success (regardless of the "success" defined)?
= "text" content = " promise of states of meritocracy: if working hard, will do well.But there has years, the teacher of the National Institute of Education Jason Tan warned of a growing "parenthesis" in Singapore, where these are the parent resources, The most visible manifestation of this is the amount of money that parents spend for tuition and enrichment courses .But as noted by the sociologist Teo You Yenn, but also consequent forms : the type of English spoken at home, or the time that parents spend reading to their toddlers. "data-reactid =" 26 "> The meritocratic promise of Singapore: if working hard, will do well.But years ago, the teacher of the National Institute of Education Jason Tan warned against a growing "parenthesis" in Singapore, where it is parental resources, not work, that influence the chances of success.The most visible manifestation of this is the sum of 39, the money that parents spend on tuition and enrichment classes but as sociologist Teo You Yenn points out, the benefits granted also come in more prominent forms (19659002). subtle but equally important : the type of English spoken at home or the time that parents spend reading to their little ones.
<p class = "Canvas-atom Canvas-Text Mb (1.0) em) Mo (0) – sm Mt (0.8em) – sm "type =" text "content =" Privilege Privilege "data-reactid =" 41 "> Privilege Privilege [19659072]
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " To understand to what extent the admission process gives priority to children who are already privileged, we should However, the data we would need are not publicly available, but there is still much to learn from a simple descriptive analysis of the number of students admitted in each phase at each stage. (1) These data provide the broader context for a discussion that has so far been largely conductive. through the anecdotal experiences of parents enrolling their children in popular schools. "data-reactid =" 42 "> To understand to what extent the admission process gives priority to already privileged children, it is necessary to study the socio-economic profile of students admitted In each phase, however, the data we would need is not publicly available – in short, we can still learn a lot from a simple descriptive analysis of the number of students admitted in each phase of each school. (1) These data provide the broader context for a discussion: up to now, the anecdotal experiences of parents who have schooled their children in popular schools have largely contributed to the Anecdotal experience
<p class = "web-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " All First, the admission process prevents students from occupying places in the schools of their choice, which is understandable since the popular schools are closed to these children. generally begins to be oversubscribed from Phase 2B However, we must ask ourselves who is being fired and why. "data-reactid =" 43 "> First, the process of admission denies student places in the schools of their choice.The doors are closed on these children at an early age. This is understandable, since the popular schools generally begin to be oversubscribed at Phase 2B However, we must ask ourselves who is denied and why.
<p class = "canvas-atom web -text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm "type =" text "content =" On average, 10 We refuse admission to% of people who s & # 39; These children have parents who are willing and able to volunteer, but are not connected to the school, 15% are refused in phase 2C and 6% in phase 2CS. are those who have no prior ties and whose parents have neither the time nor the mental space to volunteer, and in each ballot, those who are rejected are more likely to volunteer. to be those whose parents can not afford to close to school "data-reactid =" 44 "> On average, 10% people who enroll in phase 2B are denied admission.These children have parents who are willing and able to volunteer, but who are not connected to the school. rejected in phase 2C and 6% in phase 2CS These children are those who have no prior ties and whose parents have neither the time nor the mental space to volunteer. all ballots, those who are rejected are more likely to be those whose parents do not have the money to offer expensive homes close to l & # 39; school
<p class = "canvas-atom-canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " An average of 315 students was rejected in phase 2B, 2,249 in phase 2C, and 143 in phase 2CS, or 8% of the total cohort "data-reactid =" 45 "> On average, 315 students were refused in phase 2B, 2,249 in phase 2C and 143 in phase 2CS. This represents 8% of the total cohort
<p class = "canvas-atom canvas-text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "text" content = " What about the proportion of students who have an advantage through their parents? On average, 21% of the cohort is admitted through the three phases "parental benefit" (2A1, 2A2 and 2B), as follows: (2) "data-reactid =" 46 "> What about the proportion of students who have an advantage through their parents? On average, 21% of the cohort is admitted to the three phases of "parental benefit" (2A1, 2A2 and 2B), as shown in the following graph: (2)
<p class = "canvas-atom canvas-text Mb (1.0em) MB (0) – sm Mt (0.8em) – sm "type =" text "content =" 8% and 21% – these numbers are large or small? On the surface, it may seem that most students in Singapore are neither advantaged nor favored, disadvantaged by Phases 2A1, 2A2 and 2B, but there are many that these two numbers do not reveal. "data-reactid =" 56 "> 8% and 21 % – are these numbers large or small? On the surface, it may seem that most students in Singapore are neither favored nor disadvantaged by phases 2A1, 2A2 and 2B. But there are many things that these two numbers do not reveal.
<p class = "canvas-atom canvas-text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "text" content = " Part of the students admitted to phase 1, through siblings, could also benefit indirectly from the parental benefit (it would be necessary to know how the first brother was admitted), which would in fact make 21% of underestimation of the number of students benefiting from their (3) Moreover, we do not know the number of students who benefit from the proximity benefit in the ballot paper. (4) "data-reatid =" 57 "> A portion of the students admitted to phase 1, through the intermediary of a sibling group, could also benefit indirectly from the parental benefit (it would be necessary to know how the first brother was admitted). This would indeed 21% underestimate the number of students benefiting from the resources of their parents. (3) In addition, we do not know the number of students benefiting from the proximity advantage the ballot (4) [19659009] <p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " In addition, some parents without links the popular schools decide not to try to enroll their children there in the later phases, because there is a chance that their children will not be selected. other parents may implicitly categorize popular schools as being absolutely not an option, as they feel that their children do not belong to a larger number of well-off students . are not taken into account in the data, the number of pupils being "refused" would be higher. (5) "data-reactid =" 58 "> [1945] 9003] Some parents without ties to the popular schools decide not to try to enroll their children in the later stages, because there is a chance that their children will not be selected in the bulletin of vote. Yet other parents may implicitly categorize popular schools as being absolutely not an option, because they think their children do not belong to a larger number of children. wealthy pupils . These behaviors are not captured in the data; if this were the case, the number of students being "denied" would be higher. (5)
<p class = "web-atom canvas-text Mb (1.0em) Mb (0) – -sm Mt (0.8em) – sm" type = "text" content = " The Ministry of Education is better equipped to provide a more comprehensive picture of the advantage and disadvantage in the exercise of registration." Best position to consider whether the revision of the Admission system will do a lot, compared to other policy possibilities, to give all our students a fairer shot in the educational system. "data-reactid =" 59 "> Education is better equipped to provide a more complete picture of the advantage and disadvantage in the recording exercise. They are also in the best position to ask if the review of the admission system will do much, compared to other policy options, to give all our students a fairer picture of the education system.
<p class = "canvas-atom-canvas -text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "text" content = " But no matter what! Importance of the policy, admit the students on the basis of the inherited advantage is This is an antithesis of our professed commitment to meritocracy, which warrants scrutiny "data-reactid =" 60 " But whatever the importance of politics, admitting students on the basis of hereditary advantage is contrary to our commitment. Meritocracy.
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " Creating Environments unequal learning "data-reactid =" 61 "> Creating Unequal Learning Environments
<p class =" web-atom canvas-text Mb (0em) Mb (0) –sm Mt (0.8em) – sm "type =" text "content =" In addition to unequal distribution of opportunities, the registration process also has an impact on the socio-economic profile of the students in each school The most popular and least popular schools based on factors related to the socio-economic context.The following visual illustrates the disparity in the popularity of different schools: reactid = "62"> In addition to the uneven distribution of opportunities, the registration process also has an impact on the socio-economic profile of students in each school. Students are ranked in the most popular and least popular schools based on factors related to the socio-economic context. The following graph illustrates the disparity in the popularity of the different schools:
< p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " To build this table, I've ranked the 170 schools (6) by the percentage of seats occupied at the end of phase 2B, and then divided the schools into five equally sized levels. Note that I filed the schools by their popularity, For each level, the data points show the average percentage of occupied places at the end of each phase "data-reactid =" 72 "> To build this table, J & # 39; ranked the 170 schools (6) by the percentage of places occupied at the end of Phase 2B, then divided the schools into five equally sized levels. Note that I ranked schools by their popularity, not by any measure of quality. For each level, the data points indicate the average percentage of occupied spaces at the end of each phase
<p class = "web-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em ) – sm "type =" text "content =" At Level 1, 82% of the vacancies are occupied on average at the end of Phase 2B, the maximum being 93%, in this case only 27 points ( 7%) are left for students without parents or parents at school. "data-reactid =" 73 "> At Level 1, an average of 82% of vacancies are filled by the end of phase 2B. The maximum is 93%; in this case, only 27 places (7%) are left for students without parents or parents at school.
<p class = "canvas-atom canvas-text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "text" content = " The disparity of the profiles of 39 admissions seems even stronger in absolute figures: "data-reactid =" 74 "> Disparity in admissions, profiles seem even more strict in absolute figures:
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm "type =" text "content =" In the middle school level 1, only 46 spots (77% of vacancies are left for people without connection, 77 candidates are hoping to apply for these positions in Phase 2. In contrast, the average Tier 5 school has 195 vacant positions, of which 139 (71%) left for Phase 2C and beyond, only 86 of these points are taken over. "data-reactid =" 84 "> Level 1 ec ole, only 46 points (17%) out of 268 vacancies are left for those without connections. 77 hopeful students apply for these places in phase 2C. On the other hand, the average level 5 school has 195 vacancies, of which 139 (71%) are left for phase 2C and beyond. Only 86 of these spots are taken.
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " Thus, students who benefit their parents' resources are concentrated in a narrow strip of schools topping popularity rankings. Less-privileged students self-select in less popular schools, or go after being hijacked "data-reactid =" 85 "> Thus, students who benefit from their parents' resources focus in a narrow strip of schools at the top of popularity rankings. Less privileged students self-select in less popular schools, or go there after being diverted from the popular schools.
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " Parents who are knowledgeable enough and involved to get a place are probably the same parents who will closely monitor their children's progress and send them to enrichment classes, thus helping to ensure their success in the system. their parents by enrolling in P1 are more likely to be navigating themselves by the demands of the school in later years. "data-reactid =" 86 "> Parents who are knowledgeable and involved Enough to get a place are probably the same parents who will closely monitor their children's progress and send them to enrichment classes, helping to ensure their success in the system. As a result, children who have not received much help from their parents to enroll in P1 are more likely to be alone in navigating school requests. in later years
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " By concentrating Some children's backgrounds in some schools, the admission process contributes to the creation of inequality The transition to a system that would distribute students more uniformly would result in schools with a more heterogeneous mix of students. 39 students from different socio-economic backgrounds "data-reactid =" 87 "> By concentrating children from certain backgrounds in some schools, the admission process contributes to the creation of students. unequal learning environments in the P1 cohort from the start. Moving to a system that would distribute students more evenly would result in schools with a more heterogeneous mix of students from different socio-economic backgrounds.
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " But how could we "data-reactid =" 88 "> But how could we do that?
<p class = "Canvas-atom Canvas-Text Mb (1.0) em) Mb (0) – sm Mt (0.8em) – sm "type =" text "content =" Random Process Restore "data-reactid =" 98 "> Restore Randomness to Process
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " To his credit MOE has made efforts to this end. "data-reactid =" 99 "> To his credit, the MOE has made efforts to this end.
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" content = " In 2013, the Former Education Minister Heng Swee Keat introduced the now ubiquitous slogan In other words: Every school has its strengths and parents should choose a school based on the interests and needs of their children, rather than seeing all schools ordered according to a single dimension of "quality". "" data-reactid = "100"> In 2013, the former Education Minister Heng Swee Keat introduced the slogan from now on ubiquitous that "every school is a good school." In other words: Every school has its strengths, and parents should choose a school based on the interests and needs of their children, rather than seeing all schools as ordered according to a single dimension of "quality."
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm "type =" text "content =" Although I am personally aligned with the vision of this policy, it seems While the percentage of students enrolled via phases 2A1, 2A2 and 2B oscillates between 19% and 21% between 2009 and 2013, it remained between 2014 and 2013 between 21% and 22%. The rhetoric of "good schools" has been insufficient to reduce competition. "data-reactid =" 101 "> Although I am personally aligned with the vision of this policy, it seems that parents still have their own ideas, schools are" good ". of students enrolled via phases 2A1, 2A2 and 2B ranged between 19% and 21% between 2009 and 2013, it remained between 2014 and 2013 between 21% and 22%. "Rhetoric was insufficient to reduce competition .
<p class = "canvas-atom canvas-text Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "text" In addition, since 2014, the Ministry of the Education has reserved 20 vacancies for Phase 2B and 20 positions for Phase 2C in each school in order to " provide continued open access to all elementary schools . The figures suggest that the impact of the policy has been limited at best. Between 2014 and 2017, there were only nine schools that had exactly 20 vacancies in Phase 2B or Phase 2C in at least one year. The other schools had more than 20 places available in each of the two phases. As such, the policy has managed to reserve a minimum number of seats, but only to a small handful of schools. "data-reactid =" 102 "> In addition, since 2014, the MOE reserves 20 places." 19659001] would provide permanent open access to all primary schools . "But the figures suggest that The impact of the policy has been at best limited In 2017, there were only nine schools that had exactly 20 vacancies in Phase 2B or Phase 2C in at least one year.The other schools had more than 20 places available in each of the two phases by reserving a minimum number of places, but only in a small handful of schools
Why, as a society, do we have not seriously considered a more audacious revision of the admission system P1?
<p class = "canvas-atom canvas-text Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "texte" content = " Rather than giving priority to the children of former students and parent volunteers, could introduce more chance into the sorting process. We could imagine a two-step process that first gives priority to students whose siblings or parents are studying or working at school, then holding an open ballot for all other candidates. This suggestion was raised before although it was only one of many possible alternatives "data-reactid =" 109 "> Rather than giving priority to the children of elders and parent volunteers, We could imagine a two-phase process that first gives priority to students whose siblings or parents study or work at school and then organizes a ballot opened for all other candidates was brought up before although it only involved one of the many possible alternatives
<p class = "canvas- atom canvas-text Mb (1.0em) Mo (0) – sm Mt (0.8 em) – sm "type =" text "content =" What about the criteria for the voting process? "data-reactid =" 110 "> Qu'en est-il des critères pour le processus de vote? [19659009] <p class = "toile-atome toile-texte Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "texte" content = " Dans le système actuel, les enfants vivre nea L'école a un avantage. Éliminer ce critère rendrait le processus plus équitable. Cependant, il sert une fonction logistique, puisqu'il est plus facile pour un enfant de fréquenter une école à proximité. De plus, enlever les critères des anciens et des bénévoles aux parents sans supprimer l'avantage de proximité pourrait tout simplement détourner l'attention des parents compétitifs vers l'achat de propriétés près des écoles de leur choix. "data-reactid =" 111 "> Dans le système actuel, les enfants qui vivent à proximité de l'école ont un avantage, ce qui rendrait le processus plus équitable, mais il remplit une fonction logistique, puisque De plus, enlever les critères des anciens élèves et des parents bénévoles sans supprimer l'avantage de proximité pourrait tout simplement attirer l'attention des parents compétitifs uniquement sur l'achat de propriétés près des écoles de leur choix.
p class = "toile-atome toile-texte Mb (1.0em) Mb (0) – sm Mt (0.8em) – sm" type = "texte" content = " Une autre question est de savoir comment les écoles comptent actuellement les parents bénévoles, et s'ils seraient en mesure de s'en passer, le critère du bénévolat devrait-il être supprimé? (Déjà, certaines écoles ont supprimé leurs programmes de bénévolat parentaux parce qu'ils ne peuvent pas utiliser l'aide.) "data-reactid =" 112 "> Une autre question est de savoir comment les écoles comptent actuellement les parents bénévoles, et s'ils seraient en mesure de s'en passer, le critère du bénévolat devrait-il être supprimé (déjà, certaines écoles ont supprimé leurs programmes de bénévolat parentaux parce qu'ils ne peuvent pas utiliser l'aide.)
<p class = "toile-atome toile-texte Mb (1.0em) Mo (0) – sm Mt (0.8em) – sm" type = "texte" content = " Développer une solution propre nécessiterait plus des données et des conversations multiples avec des parties prenantes telles que les écoles, les parents, les associations d'anciens élèves et les associations de clans. Même alors, la simple modification de nos critères de tri ne fera que beaucoup. Si l'avantage de se concentrer sur des politiques spécifiques est qu'elles fournissent une direction concrète, le risque est que nous puissions nous attribuer trop de crédit pour trop peu de changement, en cochant "inégalité" de notre liste Priorités politiques et passer à autre chose. "data-reactid =" 113 "> Développer une solution propre nécessiterait plus de données et de multiples conversations avec les parties prenantes telles que les écoles, les parents, les associations d'anciens élèves et les associations de clans. . If the advantage of focusing on specific policies is that it provides concrete direction, the risk is that we may give ourselves too much credit for too little change, ticking “inequality” off our Policy Priorities list and moving on to something else.[19659009]<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="In the long term, the more sustainable solution is a change in the way we recognise “quality”—in o ur schools, but more significantly, in our students. The competitiveness of the admissions process—and the inequality that it therefore engenders—is fed by a hierarchical view of “elite” and “neighbourhood” schools, and by the belief that academic performance is the most important ingredient for future success. Tinkering with admissions policies without changing this fundamental view will simply result in MOE policymakers and “kiasu” parents trying to outsmart one another at their game." data-reactid="114">In the long term, the more sustainable solution is a change in the way we recognise “quality”—in our schools, but more significantly, in our students. The competitiveness of the admissions process—and the inequality that it therefore engenders—is fed by a hierarchical view of “elite” and “neighbourhood” schools, and by the belief that academic performance is the most important ingredient for future success. Tinkering with admissions policies without changing this fundamental view will simply result in MOE policymakers and “kiasu” parents trying to outsmart one another at their game.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" c ontent="Genuine cultural change will depend on a deep shift in our collective mindset. This means employers looking beyond academic credentials when hiring, parents recognising that there is more to develop in children than their ability to test well, and each of us chipping away at our entrenched stereotypes about students who go to “good” and “bad” schools. Only then can we move towards a system that truly values a range of talents, and away from our zero-sum game of academic winners and losers." data-reactid="115">Genuine cultural change will depend on a deep shift in our collective mindset. This means employers looking beyond academic credentials when hiring, parents recognising that there is more to develop in children than their ability to test well, and each of us chipping away at our entrenched stereotypes about students who go to “good” and “bad” schools. Only then can we move towards a system that truly values a range of talents, and away from our zero-sum game of academic winners and losers.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(1)The data analysed in this article cover the nine years from 2009 to 2017. I downloaded them from Elite.com.sg, which provides information to parents to help them navigate the registration exerci se. I cross-checked a sample of the data with the numbers provided on the Kiasu Parents forum and they line up." data-reactid="118">(1)The data analysed in this article cover the nine years from 2009 to 2017. I downloaded them from Elite.com.sg, which provides information to parents to help them navigate the registration exercise. I cross-checked a sample of the data with the numbers provided on the Kiasu Parents forum and they line up.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(2) This is somewhat in line with the results of an Institute of Policy Studies survey conducted in 2016, which found that more than three-quarters of respondents “had not done anything to actively secure a good school for their child.”" data-reactid="119">(2) This is somewhat in line with the results of an Institute of Policy Studies survey conducted in 2016, which found that more than three-quarters of respondents “had not done anything to actively secure a good school for their child.”
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(3) That said, a portion of the students admitted in Phase 2A2 may be children of staff members or may have attended a co-located MOE Kindergarten. Neither of these indicates parental advantage. We lack the necessary data to know how many students fall in these categories." data-reactid="120">(3) That said, a portion of the students admitted in Phase 2A2 may be children of staff members or may have attended a co-located MOE Kindergarten. Neither of these indicates parental advantage. We lack the necessary data to know how many students fall in these categories.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(4) When analysing such data, one would also have to look at the relative property prices of the homes within a 1-km and 2-km radius of each school. In and of itself, benefiting from the proximity advantage does not necessarily indicate coming from a privileged background, unless property prices are high in that neighbourhood." data-reactid="121">(4) When analysing such data, one would also have to look at the relative property prices of the homes within a 1-km and 2-km radius of each school. In and of itself, benefiting from the proximity advantage does not necessarily indicate coming from a privileged background, unless property prices are high in that neighbourhood.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(5) On the other hand, 8% is probably an overestimate, as some of the applicants turned down in Phase 2C and 2CS may have been the same applicants turned down in the earlier phases. The 8% therefore includes some children who are counted twice, though even accounting for this is unlikely to change the number significantly." data-reactid="122">(5) On the other hand, 8% is probably an overestimate, as some of the applicants turned down in Phase 2C and 2CS may have been the same applicants turned down in the earlier phases. The 8% therefore includes some children who are counted twice, though even accounting for this is unlikely to change the number significantly.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="(6) There are actually 184 schools in total. However, the measure that I used to rank the schools, i.e. the percentage of places taken up by the end of Phase 2B, penalises the youngest schools. These schools are too young to have alumni who are parents, and it would take a few years before a new student can be admitted via a sibling connection. I removed the fourteen new schools that have been in operation for fewer than seven years. I chose seven years as the cut-off because the first entering cohort would have graduated within six years, and the seventh year of data would capture parents’ responses to the academic performance of the graduating students, which I assume is salient to their decision. Without removing these schools, the disparity appears larger." data-reactid="123">(6) There are actually 184 schools in total. However, the measure that I used to rank the schools, i.e. the percentage of places taken up by the end of Phase 2B, penalises the youngest schools. These schools are too young to have alumni who are parents, and it would take a few years before a new student can be admitted via a sibling connection. I removed the fourteen new schools that have been in operation for fewer than seven years. I chose seven years as the cut-off because the first entering cohort would have graduated within six years, and the seventh year of data would capture parents’ responses to the academic performance of the graduating students, which I assume is salient to their decision. Without removing these schools, the disparity appears larger.
<p class="canvas-atom canvas-text Mb(1.0em) Mb(0)–sm Mt(0.8em)–sm" type="text" content="Have you, your siblings, or your own children been disadvantaged by the system? Tell us your stories at [email protected].
" data-reactid="126">Have you, your siblings, or your own children been disadvantaged by the system? Tell us your stories at [email protected].
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