Ranking is good in that it will lead to competition which will raise the overall teaching standards of schools. However, competition can be both virtuous and vicious and it is quite impossible to just retain the former and say no to the latter.
The negative effects of the inevitable vicious competition may be a lot more damaging than we think. For a school to prove that it has made proGREss and emerge winner in the yearly battle, the principal, teachers and pupils will all have to focus their time and energy on achieving excellent academic results. It is unfortunate that to a large extent, academic scores have become the primary concern in the learning process.
Over time, this will take a heavy toll on teachers and students. It would be even more unfortunate if students were made the instruments of competition and teaching and learning methods were reduced to mere strategies for coming out tops in the race.
Pupils have different potential and should rightly be provided with an environment where they can excel in areas they are good at by schools. However, the stress from examination and rankings comes from many sources— principals, teachers, parents, peers and even society. Very often, they will buckle from the pressure and put their interests aside to concentrate on schoolwork.
As a result, students who are members of the school's drama society do not watch theatre; students who are learning the violin do not attend concerts; and students who belong to the art society do not visit arts exhibitions...all for the simple reason that they can't afford the time.
Students should be exposed to artistic activities and enjoy the process of learning which will help gradually to encourage positive character development.
Rankings have brought about brilliant academic performance. But on the other hand, it has reduced the space for fun and enjoyable learning.
A ranking is transparent and how well a school has been doing is clearly reflected in concrete statistics. Parents can easily decide for themselves which school is a better choice.
It is said that parents favor rankings. But are there no parents who, after getting feedback from teachers and students who are in the front line of protecting the school's ranking, feel otherwise?
Does doing away with ranking mean there will no longer be competition or transparency? Is ranking necessary to highlight the “value-added” services introduced by
schools? These are not rhetorical questions, but questions that should set us thinking about other ways which can also give pupils the best education they can possibly get.
论“排名次”
排名会产生竞争，竞争有利于提高学校的整体教学水平。但竞争有良性竞争，也有恶性竞争；我们很难只要好的，不要坏的。
不可避免的恶性竞争带来的负面影响可能造成的危害比我们想象的大许多。 一个学校要想证明自己的进步并且是每年竞争的赢家，校长、教师、学生必须把时间、精力投注在争取优异的成绩上面；在很大程度上不幸的是：分数已成为学习过程中被优先考虑的因素。
随着时间的推移，对于教师和学生，这是一种沉重的负担。若学生变成竞争的工具，学习方法与教学手段，变成竞争中争取优胜的策略，就更不幸了。
学生的潜能各有不同，学校本应该提供一个“凭鱼跃、任鸟飞”的环境，让他们尝试发挥所长。可是，来自多方面的考试加上排名的压力——校长、教师、家长、同学，甚至社会，学生经常处于层层的压力之下，只得把爱好搁置一旁，先专心搞好功课再说。
结果，参加戏剧社团的学生，不观赏戏剧演出；学小提琴的不听音乐会；参加美术社团的不看画展……最直白的原因是因为抽不出时间。
学生本可以在艺术活动的影响下，从容地享受学习生活,在潜移默化中使积极的性格得到培养。
排名，带来了骄人的学术成绩。可是，从另一方面看，它也把原本有趣、愉快的学习空间缩小了。
排名具有透明度，具体的数字体现了哪所学校在这方面做得比较好。家长也可以轻而易举地决定哪所学校是更好的选择。
据说家长赞成排名。不过，是不是也有不少的家长听取了教育最前线的教师和学生的意见之后，表示不介意排名不排名，或者反对排名？
是不是不排名就没有竞争？没有了透明度？是不是一定要排名才能突出学校“增值”的教学服务？这些问题不需要回答，但却让我们思考，是否还有其它的方法可以使孩子们得到他们所能得到的最好的教育。
