高中招生“指标到校”政策是否更公平

Could High School“Quota Allocation Policy”Bring More Equality of Educational Opportunity

近年来,将优质高中招生名额定额分配到区域内各初中学校的"指标到校"政策在全国范围内广泛实施,这一政策意在均等分配享受优质教育资源的机会,促进区域内教育资源的均衡配置,缓解义务教育阶段的择校问题。本文以"指标到校"政策在Z市的执行情况为例,发现以分数为核心的一套评价激励体系占据了教育政策执行的主导地位。尽管案例地区义务教育阶段的择校问题已然凸显,但在"分数评学生,分数评老师,分数评学校"的效率评价体系之下,教育系统中各利益群体还是将提高学生学业成绩产出视为首要目标。在被分数评价的同时,各利益主体也以"分数评政策",使得这项教育公平政策被视作一项"不公平"的教育政策。每一项教育公平政策的执行都是对教育资源的重新整合与分配。如果仍然将绩效作为评价教育以及教育政策的唯一标准,那么公平的教育就难以成为让人满意的教育。

In recent years, the policy of quota allocation, namely the enrollment for selective high schools to each middle school in the region, has been widely implemented throughout the country. The implementation of this policy aims for equal distribution and opportunity to access high-quality educational resources as well as promoting the balanced allocation of educational resources in the region and alleviating the problem of school choice in the stage of compulsory education. Taking the implementation of quota-allocating policy in a case city as an example, this paper finds that a set of evaluation and incentive system heavily focusing on test score occupies the dominant position in the implementation of education policy. Although the problem of choosing schools in compulsory education stage in case areas has become prominent, under the efficiency evaluation system of “grading students, grading teachers, grading schools,” various interest groups in the education system still regard improving students academic achievement output as the primary goal. At the same time, the various stakeholders also “evaluate policy by score,” which makes the education equity policy regarded as an “unfair” education policy. The implementation of every educational equity policy is the re-integration and distribution of educational resources. If performance is the only criterion for evaluating education policy, the “fair” education will hardly become satisfactory.