Does the Implementation of School Zoning Policies Equalize the Quality of Education? Case Study at the Junior High School Level

Abstract

The problem of inequality in the quality of education began to be resolved with school zoning policies. Departing from this ideal view, the aim was to evaluate the extent to which school zoning policies were able to achieve equal quality education. This quantitative evaluation research focuses on 10 favorite schools with state status in Sleman Regency's junior high school, Yogyakarta Special Region, Indonesia. The data was gathered from literature and observation. The data that has been obtained was analyzed by comparing the conditions of school quality before and after the zoning policy is implemented. This study found that schools that occupy the top ten rankings or favorite schools, both before to and following the school zoning regulation was put into effect, were still in a dominant position compared to other schools. This finding indicates that student input and output before to and following the school zoning regulation was enforced was also relatively the same. This study concluded that the quality before and after the zoning policy was implemented did not show significant changes because the conditions were relatively the same or one could say that they had not changed.