Identification criteria of college entrance examination immigrants

The criteria for identifying college entrance examination immigrants are as follows:

Definition method of college entrance examination immigrants;

1. Whether there are proper transfer procedures.

2. Whether there is a local account.

3. Whether it meets the conditions of "accompanying children".

Moving to a province through high school transfer or fraud for the purpose of college entrance examination; Abnormal transfer of student status, empty suspension of student status, forgery of student status, issuance of false proof of attendance, etc. Students appear "not in school" and "not in school".

For example, Beijing, Shanghai, Guangzhou, Shenzhen and Tianjin have high economic levels, and the college entrance examination questions are simpler than those in less developed provinces such as southwest and northwest, and the college entrance examination scores are low, which makes some candidates move their brains. First, I received education in Beijing, Shanghai, Guangzhou, Shenzhen and Tianjin, and then I went to less developed provinces such as southwest and northwest to take the college entrance examination. Because I have been enjoying high-quality educational resources before, I easily got high marks in the college entrance examination and successfully entered a prestigious school.

The latest policy for college entrance examination immigrants

Legal subjectivity:

If it is found that the circumstances of immigration work after the college entrance examination are serious, the corresponding degree certificate and graduation certificate of the parties may be cancelled. College entrance examination immigration refers to some candidates applying for their own accounts in areas with relatively low scores and high admission rates by means of adjustment.

Legal objectivity:

Article 6 of the Education Law

The State Council and local people's governments at or above the county level should rationally allocate educational resources, promote the balanced development of compulsory education, improve the conditions for running weak schools, take measures to ensure the implementation of compulsory education in rural areas and ethnic minority areas, and ensure that school-age disabled children and adolescents with financial difficulties receive compulsory education.

The state organizes and encourages economically developed areas to support economically underdeveloped areas in implementing compulsory education.