[Vnbiz] Dramatic change in graduation ratio in Daklak

[Tran Dinh Hoanh]

Dear CACC,

According to this VNExpress article (if I understand it correctly), there is
a dramatic change in the highschool graduation ratio this year, compared
with last years.  Last year, both 82% of fulltime students and 82% of
parttime students passed the graduation test.  This years, the ratio is
50.93 percent for fulltime students and 8.89% for part time students.  The
Director of Daklak Education and Training Department is quoted as saying
that "the ratios are much lower this year, but they reflect the true quality
of students, because the test was administered seriously" (i.e., no
cheating).

We all know that cheating was pervasive, but can we attribute such dramatic
change (from 82% to 8.89 percent in the case of parttime students) to the
seriousness of the test, meaning, we all should applaud the seriousness of
the test this year?

I have serious doubt about this.  And even if it is true, the result means
that the quality of education is Daklak is extremely low, much lower than
the national average.  (I can't remember the national average, but I was
very high.  Does anyone have the number?  Around 50% this year?).  And since
Daklak is the province of ethnic minorities, I am very concerned about the
low quality of education in this province.  The question is "why?"

Another thing I am concerned about is that it seems everyone has the tone of
voice that "this year the ratio of graduation is lower, it means we
administer the test more seriously."  That is a very lousy way to measure
"seriousness," and such conclusion is not valid logically.  This year, the
ratio may also be lower because the exams may be harder.  And why should the
exams be harder this year?  Because someone may want to funk out as many
students as possible, to use the funking mass as an evidence of "seriousness
in administering the test."

I am not trying to be cynical, but the dramatic change in ratios, the heavy
adverse effects on a province of ethnic minority, and the happy tone of the
education officials in citing the funking ratios as the good evidence of
seriousness, all points to some very uneasy feeling on my part.  The number
of flunking students may show some seriousness of the test, but more than
that it is also the evidence of low education quality and failure to bring
students up to at the level that the education ministry expects.

Should some education researcher takes a closer look at the issues?

Have a great day!

Hoanh
__________

Tran Dinh Hoanh, LLB, JD
Washington DC
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