The alumnus's perspective is rooted in lineage: "We wanted to attract local people."

PalmThe point awarded to children of alumni, which the government introduced this year in schools, is an optional admissions criterion. From the outset of the proposal, it was noted that it would primarily benefit private schools. And so it has been: over 80% of schools in Mallorca, 71.4% in Menorca, and all schools in Ibiza have adopted it. This criterion disregards any circumstances affecting the student and only rewards parents who attended the same school. Although the Consell Consultiu (the regional advisory council) approved the measure, two council members cast a dissenting vote against it. Some public schools have also incorporated it: almost 35% of primary schools and seven of the 52 secondary schools in Mallorca; in Menorca, 9.5% of primary schools and 28.75% of secondary schools; and in Ibiza, 29% of primary schools. In total, 1,038 students from preschool, primary, secondary, and high school have benefited. The Regional Ministry does not provide data broken down by educational stage, but the proportions are significant. Dividing the total number of beneficiaries among the more than 160,000 students in these stages is not the same as dividing it among the approximately 8,000 students in their fourth year of preschool, the level that accounts for a large portion of the applications for places.

59% of those who received the point have entered private schools, and the rest, public schools. This point is the maximum among the optional criteria, although some schools have awarded fewer and distributed the remaining points among the other two voluntary criteria. Part of the educational community considers this point discriminatory and segregationist, since it excludes newly arrived students. Given this, the question is inevitable: why have some schools adopted it?

"We wanted to attract local students and ensure that vulnerability is distributed among all the secondary schools in the area," explains Josep Fillol, principal of IES Ramon Llull. The impact has been limited because the school has four affiliated schools, and the first years of secondary school are already filled with these students. Fillol points out that the decision does not belong to the administration but to the School Council, with representation from the families. "We explained the situation, the parents agreed, and the teachers did too," he states.

Several schools consulted agree that the wishes of the families are decisive. Often, it has been the families who have advocated for this criterion, either out of conviction or personal reasons, such as having a relative or acquaintance who will be enrolling soon. The headteacher of a school in Mallorca that has implemented this criterion criticizes its social contradiction: "We have many progressive parents, opposed to racism and classism... However, they want this criterion because they want their children to be in class with people from the town who have lived there all their lives," he says. Sa Pobla has an agreement for the balanced redistribution of vulnerable students, which allows for similar student compositions between public and private schools. However, three schools have adopted this criterion: CEIP Sa Graduada, CEIP Vialfàs, and CC San Francisco de Asís. "Everything needs to be reviewed and allocated, but if the students applying for a place don't have language difficulties and are admitted as regular students, then you've got them in," explains Miquel Àngel Pons, principal of CEIP Vialfàs, who admits that the "former student" criterion "is unfair." "If we're given the option, there's a risk that the School Council will approve it. I understand that people are angry, but the whole scoring system is unfair. If you're from the town and have a low income, you're guaranteed a place," he states. Pons warns that not all families declare all their income, which allows some to receive points for low income even if they don't need it. "It doesn't make sense that the children of teachers at the high school receive 2.5 points for attending any school in the municipality," he adds. In Maó, the three secondary schools – Joan Ramis i Ramis, Pasqual Calbó, and Cap de Llevant – have managed the application point differently: the first two have granted it, while the third has not. According to a source familiar with the municipality's school enrollment situation, Cap de Llevant and Joan Ramis traditionally had similar demand, with annual fluctuations. This year, Joan Ramis has seen an increase, driven by the appeal of the application point. "Joan Ramis is a school with a long history, and whenever it has been allowed, it has suddenly adopted this criterion," the source explains. Pasqual Calbó, with lower demand, has used the application point "perhaps as an advertising strategy to attract long-time Menorcans." For now, the real impact is limited: families who had applied to Joan Ramis as their first choice but were not admitted have ended up at Cap de Llevant or Pasqual Calbó.

CEIP Castell de Santa Àgueda, one of the two schools in Ferreries, has awarded a point for admission, while the private school has not. The headmistress, Xisca Allès, considers it a discriminatory and conservative criterion, but explains that it is a criterion the school has historically applied whenever possible. The effects have not been as expected. "Some people who had the point were left out, and people who didn't have it were admitted. There are former students who have had to go to the private school," she says. It should be noted that, during the admissions process, eleven families protested because they were unable to get into the school; the Department of Education told them to enroll in the private school or in another municipality.

The Education Sector of Cooperative Schools (UCTAIB) does not deny that the point system may be discriminatory, but defends why many of its member schools have adopted it. "Some schools, like Mata de Jonc and Es Liceu, have a very strong identity, with defined and ambitious projects in defense of the language and innovation, and it's positive that newcomers are well-disposed and understand and value their approach. It could be discriminatory, but it's a minor point, yet it's very decisive and makes all the difference," explains Kiko López, president of the sectorial association. The point awarded for former students reveals a fundamental contradiction in the education system: while equity and the fight against segregation are proclaimed, criteria are consolidated that protect family privileges, ignore the real needs of students, and condition access to school against the principle of equal opportunities.