Over 51,400 Primary Six students applied for places in public secondary schools in Hong Kong through the central allocation system this year, marking a 1.75% increase compared to last year. However, fewer students managed to secure their top choice, with only 62% getting their preferred school, a decrease of 4 percentage points from the previous year, according to the Education Bureau.
This surge in applications can be attributed to the high number of births in 2012, the Year of the Dragon, when 91,600 children were born.
The allocation process for public secondary schools in Hong Kong consists of two stages. In the first stage, students are allocated places based on factors such as academic performance and interviews. Those who do not secure a place in this stage proceed to the second stage, where allocation is based on a computerized system and student banding.
During the second stage, students have the opportunity to select up to three schools in the first phase. In the subsequent phase, students who remain unallocated are assigned to one of 30 schools in their designated catchment area, known as a “school net”.
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Despite the competitive nature of the process, the Education Bureau reported that a total of 79% of students secured their first-choice school either through the discretionary stage or the central allocation system. In 2022, the proportion of students securing their first choice through the central allocation system reached a record high of 71%, coinciding with a period of increased emigration from the city and greater availability of school places.
All Primary Six students participating in this year’s allocation process are required to collect their allocation and admission slips from their schools on Tuesday. They are expected to report to their assigned secondary schools on Thursday or Friday for registration.
The Education Bureau emphasized the importance of maintaining a positive attitude towards the allocation results, noting that student learning outcomes are influenced not only by the school they attend but also by their proactive approach to learning. Parents were encouraged to support and motivate their children without imposing undue expectations on them.