Professor's point of view: bonus points for ethnic minorities can be adjusted to bonus points for school districts.

Chongqing 3 1 Candidates illegally changed their nationality and were disqualified from the college entrance examination, which triggered the society's continuous concern about the issue of extra points for ethnic minorities. Not long ago, Professor Ge wrote an article in the Beijing News, combining with the practice of adding points to ethnic minorities in Taiwan Province Province, suggesting that ethnic minorities can test their own culture before adding points.

At present, there are two kinds of ethnic minority candidates in China: one is ethnic minority candidates living in concentrated communities (that is, ethnic minority candidates whose household registration is located in ethnic minority areas), and they can get 20 points in the college entrance examination; One kind is scattered minority candidates (that is, minority candidates with registered permanent residence in non-minority areas, such as minority candidates with registered permanent residence in this city), and 5 points can be added.

A very important reason for considering giving extra points to minority candidates is to make up for the gap in education quality through extra points. If this reason for extra points is established, then there is no reason to give extra points to minority students in non-minority areas, and there is no reason not to give extra points to Han students in minority areas, because they have received the same education. For example, in 2007, Hunan Province adjusted the policy of extra points for ethnic minorities, stipulating that Han candidates in areas where ethnic minorities live in concentrated communities can get 10 points.

According to the quality of education in the area where students study, there are three feasible ways to implement preferential policies:

First, according to the quality of education and the situation of teachers in the region, all localities can determine different bonus points for areas with particularly backward education, including ethnic minority areas. The premise is to strictly grasp the confirmation of student status and prevent school district immigration.

Second, the provinces and cities with obvious differences in the quality of education in the region can divide the enrollment quota into prefecture-level cities (list the extremely weak areas separately), so as to promote the balance of educational resources in the region and reduce the competition between cities and counties in the college entrance examination rate.

Thirdly, for minority candidates and candidates in rural areas with backward education, multiple evaluations including family factors, educational factors and ethnic factors should be carried out. This kind of evaluation pays more attention to combining family factors, educational factors and ethnic factors than a single scoring method, and makes a comprehensive investigation of students' unified examination results, middle school academic achievements and comprehensive performance, which is helpful to understand the whole picture of students.

The fairness and justice of education has a comprehensive impact on the fairness and justice of society. Therefore, in promoting education fairness and justice, it is necessary to repeatedly demonstrate and strictly implement it.