1 1 2 3 1999 9 22 1999
2 4 4 5
3 1971 9 20% 1978 SSPA Secondary School Places Allocation System
4 17 blocks SSPA randomness degree of mixed-ability 1982 83 32.4% 2002 1978 post-compulsory education 1978
1992 5 75% 1978 1992 30% 5% 1991 1994 18% 7% 1 socio-economic composition
6 1997 segregation indexes Lo et al., 1997; Tsang, 1997 1993 94 93 94 between-school sum of square total sum of square Willms, 1986, p. 229 1 0 93 94
7 0.2708 0.4005 30% 40% 50% 0.4 0.5 0.3 1 2 3 4
8 5 30% 25%
9 3.7911.6465 40.05%.4005.6801.7772 56.63%.5663.7305.7010 47.95%.4795 4.8430.5649 30.99%.3099.6824.7624 55.52%.5552.7791.6271 39.31%.3931 3.8633.5261 27.08%.2708.7178.7174 49.97%.4997.8036.6036 35.95%.3595 4.8171.5762 41.36%.4136.9768.8586 48.95%.4895 1.1419.9255 39.64%.3964.2678.0916.3308.0944.1795.2503 Ho & Willms, 1996 Ho, 1997 Willms, 1993
10.7185.1963 21.46%.2146.7239.1879 20.61%.2061.7091.1243 14.74%.1474.7847.0996 11.26%.1126.7792.4950 28.75%.2875.8006.4349 22.79%.2279.8046.4243 21.76%.2176.8022.3547 16.35%.1635.7054.0894 11.25%.1125.7339.4805 29.99%.2999.7248.1534 17.46%.1746.7275.1400 16.14%.1614.8439.1132 13.72%.1372.7834.0634 7.48%.0748.6153.2027 24.78%.2478.25.22 Willms, 1992
11 disadvantage 1996 p. 5 9 1 2 3
12 20% band five p. 5-4 critical and effective compensatory education student-intakes homogeneous accumulative or even amplifying effects educational input-process-output self-perpetuating mechanism Lo et at., 1997
13 rational choice theory prisoner s dilemma Parfit, 1986 self-
14 defeating public goods
15 A C SSPA SSP A B D SSPA SSPA
16 1978 SSPA D B C SSPA A A SSPA
17 representations 1999 2 9
18 homogeneous
19 dropout talent
20 the intensiveness of selection the extensiveness of selection mixed ability 2 high stake banding
21 continuous assessment multiple attempts
22 3 accommodating social engineering
1. 1998 12 2. 1999 10 16 3. 1998a Robins & Webster, 1999, Ch. 8 23 1999 1997 1998 1998a 98 1998 6 11 13 1996 Ho, S. C., & Willms, J. D. (1996). The effect of parental involvement on the achievement of eighth grade students. Sociology of Education, 69, 126 141.
24 Ho, S. C. (1997). The contribution of cultural capital and social capital on parental involvement in British Columbia elementary schools. Unpublished doctoral dissertation, University of British Columbia, Canada. Lo, N. K. L. et al. (1997). A survey of the effectiveness of Hong Kong secondary school system. Final Report of Earmarked Grant Project submitted to Research Grant Council, Hong Kong. Parfit, D. (1986). Prudence, morality, and the prisoner s dilemma. In J. Elster (Ed.), Rational choice (pp. 34 59). Oxford: Basil Blackwell. Robins, K., & Webster, F. (1999). Times of the technoculture: From the information society to the virtual life. London: Routledge. Willms, J. D. (1986). Social class segregation and its relationship to pupils examination in Scotland. American Sociological Review, 51(2), 224 241. Willms, J. D. (1993). Training of ministry researchers on monitoring performance. An extensive workshop organized for the Ministry of Education, Singapore. Willms, J. D. (1992). Monitoring school performance: A guide for educators. Washington, DC: The Falmer Press.
Where Do We Start? Where Are We Heading? In Search of an Empirical Foundation for the Framework for Education Reform 25 Tsang Wing-kwong (Abstract) In the document entitled Review of Education System: Framework for Education Reform, the Education Commission has outlined a comprehensive proposal for the reform of the Hong Kong education system. However, to my surprise, the Education Commission has not provided any empirical diagnosis or evidence to justify why Hong Kong education system should be reformed according to their design and not otherwise. As in most public policy reform, it should begin with a diagnosis of the status quo of the policy environment, which the reform is about to intervene. To this aim, this paper will provide an empirical diagnosis of the Hong Kong schooling system. Based on empirical findings generated in local research in recent years, I shall highlight that there are three salient features in Hong Kong schooling system, which must be addressed by the reform-prone Education
26 Commission. These features are (1) the segregated elitistic secondary school system, (2) the accumulating and amplifying differentials in students academic achievement, and (3) an intensive examination-drilling culture. I shall argue that these three features have formed a triangular vicious cycle, which has caused devastating effects on the schooling process and more importantly on the well beings of students and teachers for the last twenty years. Based upon these empirical findings, I shall put forth my proposal for the reform of the Hong Kong education system.