Abstract

This study was developed with the aim of investigating the impact of the fixed GPA policy in the national entrance exam on educational quality and equity. The research method is based on a qualitative approach and the use of grounded theory, and data were collected through interviews with 13 scientific experts and policymakers in the field of entrance exams. After coding the data, 986 codes were extracted, which were categorized into 30 subcategories and 11 main categories. These categories were organized into six main axes, including the central phenomenon (educational equity) , causal conditions (government educational policies, economic status of families, and quality of education), contextual conditions (family structure and socio-cultural factors), intervening factors (psychological stress and anxiety of students), strategies (educational subsidies and quotas), and consequences (reducing the socio-economic gap and approaching educational equity).

Key findings showed that the fixed GPA policy can help reduce the gap between different economic deciles and increase educational equity, but its success is strongly influenced by factors such as students' psychological stress, the quality of education in schools, and access to educational resources. The innovation of the research lies in using a data-based theory method to accurately analyze the causal, contextual, and intervening conditions of this policy and provide practical strategies for improving educational equity. The results of this study can help educational policymakers and planners make better decisions to reduce educational inequalities.







Keywords: Policy evaluation, evidence-based theory, educational justice, quality of education, national entrance exam