While the leaders of the school and the provincial education sector believe that this is the way to "choose the right students who are really good at their major", many people have complained that this approach has many potential consequences and goes against the principle of comprehensive education, which is the pillar of current general education.
In fact, the coefficient 2 for specialized subjects has been applied stably for many years in the system of specialized high schools nationwide.
This is not a machine formula, but the result of a gradual adjustment process to ensure the classification of gifted students and maintain balance with basic subjects such as Math, Literature, English.
The factor of 3 for the major, unilaterally and locally, not only disrupts the synchronization of the exam techniques but also creates false pressure for students. When the major is multiplied by a coefficient of 3, its weight ratio immediately accounts for more than half of the total admission score.
This forces students to bet all on one subject and learning by delegation becomes a mandatory strategy.
Meanwhile, if they do not pass Lam Son High School for the Gifted, students will be disadvantaged when using the common three- subject scores to consider admission to other public high schools, and at this time, the professional score is no longer meaningful.
From the perspective of state management, the serious question is: why can a provincial-level specialized school arbitrarily change the exam coefficient suddenly without collecting public opinions and without a wide consultation roadmap?
In the national exam, where standards and fairness must be guaranteed at the highest level, a locality "going alone on one route" can create a feeling of insecurity for parents and students and even affect social trust in the public education system.
If the goal is to better classify excellent students in specialized subjects, why not choose more professional solutions, such as increasing the difficulty of the exam, organizing two rounds like some effective models?
Changing coefficients is a mechanical, easy approach but the psychological impact, exam preparation orientation and the ability to divert traffic are much more extensive than expected.
It is also impossible to use the excuse of "admitting the right person" to justify an adjustment that risks completely departing from the comprehensive development orientation of high school students.
The specialized school has the mission of nurturing talented students, but is also a part of the general education system.
If we only focus on selecting "professional goosebumps", the model of a specialized school will lose its sustainable value as a place to comprehensively develop students' abilities on an in-depth platform, not to reduce students to the score of one subject.
A degree exam is not only guaranteed by organizational techniques, but also by treating all candidates fairly, from the information roadmap to the admission policy.
Specialized schools, regardless of their name, location, or outstanding achievements, cannot be an oasis beyond the general principles of the country's education system.
