Defining Good Schools
Our Journey
Our scholars at BCEIC acknowledge that it is extremely difficult, if not impossible, to provide an unbiased, definitive definition to what it means to be a “good” school In fact, this topic invites understandable debate around the concept of fairness and socio-economic discrepancy when schools are examined under a uniform set of criteria.
The main reason is because schools are created to serve different purposes and students, who are unique individuals with their own learning styles. Inevitably, when ranking schools, the question of fairness is especially relevant to our scholars.
We ask ourselves – is it fair to evaluate a small school that offers a rigorous music program but has lower academic standing by using the same criteria we adopt to examine the performance of a renowned university preparatory school? Similarly, what gives us the right to rank a school in a disadvantaged neighborhood, primarily serving a financially marginalized population, against a school in an affluent neighborhood? It is likely that teachers and administrators in the former school are fighting against all odds and doing everything possible to support their students.
Such questions, along with many others, are certainly stimulating but difficult to answer.
Our Perspective
In determining the definition of what it means to be a good school, our scholars have decided to review the performance of all secondary schools in British Columbia under a uniform set of evaluation criteria, despite the obvious challenges involved. This strategy is the same method applied by all three of the most influential global university ranking systems: Quacquarelli Symonds World University Rankings (QS), Times Higher Education World University Rankings (THE), and Academic Ranking of World Universities (ARWU).
The main reason is because the task of evaluating schools becomes extremely difficult if different standards are adopted to review different types of schools. This poses yet another major problem at the fundamental level: There is no clear line of distinction that differentiates various categories of secondary schools in British Columbia. Without the use of a uniform set of evaluation tool, BCEIC cannot effectively fulfill its core mission of providing parents with fair and reliable information to support their decision-making process with regard to their children’s education.
Our Request
Due to the challenges involved in addressing the concept of fairness, our scholars at BCEIC encourage parents to merely take our research as referencing information. We strongly encourage parents to make the effort to reach out to any school they are potentially interested in to explore its environment, programs, and culture.
From our perspective, we do not believe in the existence of a “perfect” school or education system. Every school, in addition to having room for improvement, has its respective goals and missions. Our scholars attended a wide variety of schools for their secondary education, including both public and independent schools. Some attended French immersion schools, while others were homeschooled. Our scholars collectively feel that each experience is invaluable and unique, and every school contributed to their life journey.
In conclusion, while high-ranking schools are often equipped with excellent resources that make them safe and obvious choices to parents and students, it is important to note that school ranking only presents a part of the greater picture. When choosing between schools, we strongly encourage parents and students to look beyond school ranking and investigate what truly matters to them.
Our Definition - Defining Good Schools
In developing the methodologies needed to evaluate the performance of secondary schools in British Columbia, our scholars at BCEIC find it essential to first define the meaning of a good school.
Once again, our scholars acknowledge this task to be a challenging mission, as the definition of a good school is subjective, personal, and debatable. A fair definition that satisfies all perspectives likely does not exist.
The definition of a good school in our perspective is relevant to the current function of secondary education in our present era. In this context, a good secondary school is a school that:
Excels in facilitating a smooth transition from secondary education to a high-standard post-secondary education. A good school should commit itself to the task of preparing its students to confront and prevail in the rigorous academic programs of a high-standard post-secondary institution, so that the risk of expulsion due to poor academic performance can be minimized. With its rich programs and resources, a good school excels in supporting its students to obtain admission from top-ranking post-secondary institutions and equip them with the ability and skills to survive in a highly competitive environment.
At BCEIC, we believe that the most important function of secondary education is to ensure that graduates possess sufficient knowledge and skills to enter into and succeed within a highly competitive post-secondary environment.
This definition stems from the observation and understanding that, while high school graduation is still an important milestone to celebrate, simply graduating from high school is no longer enough for one to achieve a satisfying standard of living in our present era. Further education beyond secondary school education is now essential.
In stark contrast to 40 years ago, a time when a post-secondary graduation diploma was often viewed as a luxury and a testament of exceptional success, it is now commonplace and considered a necessity for many career options. Numerous studies have shown that university graduates earn a higher income, benefit from greater social mobility, live healthier lifestyles, and enjoy better physical and mental wellbeing, resulting in longer life spans.
In our contemporary labor market characterized by rapid technological advancement and diploma deflation, graduating from a reputable post-secondary institution becomes more important than ever, as it generates greater financial stability and personal wellbeing.
Based on these principles, our scholars at BCEIC believe that a good high school should be one that supports and prepares its students to face their next level of academic challenge in a university environment.