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对“异地高考”政策合理性的认识,通常基于“公平”“贡献”“发展”三种立场。“公平”立场强调异地高考的补偿价值,但缺乏对“处境不利”本身及其根源的辨析;“贡献”立场以进城务工人员的贡献确认其子女异地高考的机会,但陷入了“出身论”的泥沼中;“发展”立场强调随迁子女个人的发展机会,但对机会的实质性保障缺少关注。因此,文章认为“异地高考”作为一种权利赋予,必须从随迁子女本身的实质性发展机会及其保障出发。
The recognition of the rationality of the “college entrance examination” policy is usually based on three kinds of positions: “fairness”, “contribution”, “development”. “Fair ” position stressed the compensation value of college entrance examination off-site, but the lack of “disadvantage ” itself and its root causes; “contribution ” position with the contribution of migrant workers to confirm their children off-campus entrance examination opportunities, But plunged into the mire of “origin theory.” The “development” position emphasizes the development opportunities of accompanying children, but lacks attention on the substantive protection of opportunities. Therefore, the article argues that “as a college entrance examination” as a kind of right conferred, it is necessary to proceed from the substantive development opportunities and the guarantees of the attendant children themselves.