“免中考”通道开了，但门该向谁敞开？——成都12年贯通试点背后的公平之问

Core Viewpoint - The Chengdu Education Bureau announced a pilot program for a "12-year integrated education" system starting in 2025, allowing some students to bypass the high school entrance exam, raising concerns about educational equity and access for all families [1][2][7] Group 1: Educational Reform and Its Implications - The "12-year integrated" pilot program may primarily benefit students from established educational groups, creating a potential "green channel" that could limit access for others [2][8] - Historical precedents, such as Beijing's "nine-year integrated system," have shown that similar reforms can lead to increased housing prices and further entrench educational inequities [2][9] Group 2: Equity Concerns - The program raises questions about who qualifies for the "direct access" to high school, with concerns that access may be determined by factors such as school attended, family background, and financial resources [8][9] - The emphasis on "process evaluation" could lead to subjective assessments that favor families with more resources, potentially undermining the fairness of the selection process [9][10] Group 3: Long-term Effects and Challenges - Entering the "integrated class" does not guarantee a smooth educational journey, as students may face challenges in transitioning out of a highly structured program if their interests change [10][14] - The risk of a "dual-track" system could emerge, where some students enjoy privileges while others remain in traditional pathways, eroding public trust in educational fairness [10][14] Group 4: Recommendations for Fair Implementation - Transparency in admissions processes, including clear criteria and public oversight, is essential to prevent favoritism and ensure equitable access [17] - A diverse range of opportunities should be established to include students from various backgrounds, ensuring that the program does not favor only those from affluent families [18] - A dynamic mechanism allowing students to adjust their educational paths based on interests and abilities should be implemented to avoid long-term labeling and pressure [19] - Resources must be equitably distributed to improve educational quality across all schools, not just those at the top [20]