The School District Room Education Fair

Equal access to education is the kind of social problem which we devote our sustained attention to. With the fact that the irrational allocation of educational resources widely spread among elementary school in different districts, in recent years, the policy that children in the public school must have access to the class according to the region where their census are registered produced’ the school district housing-a sort of disguised form of school choice, which means that choosing schools through choosing households. On the new kind of school choice, there holds two different views. Some people think that it is a reasonable way during market transactions, not about unfair; while other people’s suggestion is that as the country institutional arrangements, the ’nearest’ policy increased school choice wind to some extent. The production of the school district housing in fact brings with a problem of an unequal educational opportunities among groups with different backgrounds by the way of ’buying a house for household registration and then in exchange for enrollment status’School district housing has rich meaning in content. In the past discussion the school district housing is nearly blank in terms of particular case. Here this paper is devoted to help to explain the dispute that school district housing event is fair or not. Here we use the key elementary school in the specific district as the research object, and discuss it from a diachronic point of view, which includes two dimensions, one is about the educational opportunities before and after the production of the phenomenon, the other one is about the subjective perception among different types of people due to the ’nearest’ policy. In this way we can respond to the daily-called unfairness, which is actually pointing to a kind of relatively fairness, and brings us into reflections on other issues of educational fairness. In particular, we’ll tell about the enrollment opportunities using the key points such as registered household, school district and quota allocation, and discuss the impact of family background on the admission of educational opportunities with the theories of the intergenerational transmission and resources transformation. In addition, we also think about how to solve the education fairness from the policy dimension.Through the detailed research we can find that there exists bias among the recognitions of fairness of the ’nearest’ policy and school district housing in the past. And we can also know that the judgments of the ’nearest’ and ’school district housing’ from the subjective and objective dimensions are of dissimilarity to a certain degree. From the argument about the ’nearest’ arrangement, we can get the fact that the implementation of it is relatively good, for it realized the non-discrimination of the educational access among the community residents of the same unit. And it is not more unfair compared to the’testing’choice. At least it provides the ordinary residents with the same opportunity to receive qualitative education. So it is a more reasonable channel in the existing situation. And the school district housing neither aggravates the injustice of education nor can reduce education corruption, it’s neutral to educational justice. For it doesn’t take away the enrollment opportunities of aboriginal children, and it also can’t prevent the10%number of enrollment under the autonomy arrangements, it is only a way to get the student status by changing their register household. Thus, the called injustice in our daily-life isn’t in fact unfair. Hidden behind the narratives of these debates about fair is the real gap between rich and poor, which stands for intergenerational transitivity of educational attainment in the social class differences.At the same time we got the conclusion that it indirectly told us about the unfairness in the city space, where the urban space has relationship with the qualitative educational resources. The phenomenon that getting the good enrollment qualification through household registration changes represents a fair space right. While the fact is that where most people live is not random, therefore people who get different educational or other opportunities according to their housing location, whether it’s legal or not, and the result is the same. While the differences of educational opportunities due to the differentiation of social space is also an arrangement that measure the enrollment opportunities without a partly fairness distribution so it’s still hardly to say that it’s fair. The hot school district housing reveals that the spatial differentiations have a certain kind of influences on people’s life chances, and changing ones’special status substantially changing his social status.