Rethinking The Leveler

By Dr. Herman M. Lagon

Dr. Liz Oligario, a dear colleague from my days with the TechFactors National TekGuru program, recently shared a study entitled “On the ‘income advantage’ in course choices and admissions: Evidence from the University of the Philippines,” which struck a nerve. Published in the International Journal of Educational Development, it lays out a harsh truth: even in public universities like UP, long seen as a “People’s University,” education often fails to break down socioeconomic barriers. The research by Sarah Lynne Daway-Ducanes, Elena Pernia, and Vincent Jerald Ramos highlights how students from wealthier families dominate admissions, leveraging advantages that poorer students can only dream of.

For years, we have been told that education is the ultimate equalizer, but this study reveals how far reality strays from that ideal. Wealthier students come equipped with resources—private tutors, exclusive prep schools, unlimited connectivity, and review centers—that give them a head start in competitive admissions. Meanwhile, many promising but disadvantaged students are held back, not for lack of potential, but because systemic inequities have stacked the odds against them long before they even reach the admissions gate.

Consider the Universal Access to Quality Tertiary Education Act of 2017, celebrated for making state university education tuition-free. On paper, it is a step toward democratizing higher education. However, in practice, the law disproportionately benefits students who are already better positioned—those from middle- and upper-class families- with the academic preparation to seize these opportunities by getting higher scores in admission and aptitude tests and interviews. For poorer students who struggle to finish high school with competitive credentials, the dream of state college remains a dream.

This inequality starts early. Many low-income students face overcrowded classrooms and scarce resources in underfunded public schools, leaving them unprepared for tough college entrance exams. In contrast, their wealthier counterparts, often enrolled in private and special science schools, have smaller classes, better facilities, and experienced teachers. The gap is already a chasm by the time they sit for college exams. It is not just a matter of ambition; it is a system that consistently privileges the haves over the have-nots.

Even within state universities, course selection reveals further disparities. Students from affluent families are more likely to secure spots in lucrative programs like engineering, law, and medicine. Meanwhile, those from poorer backgrounds often end up in less competitive courses with fewer economic opportunities. It is a cycle: wealthier students study for high-paying careers, while others settle for degrees reinforcing existing inequalities. For many, the choice of degree—or lack thereof—is dictated not by passion or aptitude but by circumstance.

The pandemic has deepened these divides. Remote learning favored families with gadgets, stable internet, and quiet study spaces—privileges unavailable to many. A study by the Asian Development Bank revealed that Filipino students met only 37% of learning objectives during online schooling, compared to 52% in wealthier nations. This educational setback will ripple across generations, reducing the chances for disadvantaged students to compete in higher education.

This is not a new revelation. For decades, studies have shown how education systems often reinforce social hierarchies rather than dismantling them. Sociologist Basil Bernstein’s theories on language and learning reveal how schools favor the linguistic and cultural norms of the middle and upper classes, disadvantaging working-class students from the start. As UP Chancellor Dr. Clement Camposano pointed out, the rare success stories of poor students beating the odds are exceptions that highlight the rule: our education system is inherently elitist.

So, what can we do? For starters, we need to address the inequities in basic education. Free tuition at the college level is meaningless if poorer students cannot compete for slots. More significant public elementary and high school investments, targeted scholarships for disadvantaged youth, and better teacher training are critical. Beyond academics, we must also address the hidden costs of education—transportation, school supplies, and daily allowances—that keep many students out of college even when tuition is free.

State universities must take the lead in creating fairer opportunities. More contextualized admissions that factor in both socioeconomic background and academic performance could help bridge the gap. Mentorship and outreach programs are vital to help underprivileged students navigate college admissions. While they require funding, the reward—an empowered, educated society—is priceless.

This is not just a task for policymakers. Universities, educators, and communities must unite to make education accessible to all, not just the privileged few. Most importantly, we must face a hard truth: the system is not broken by chance—it is built to benefit those already ahead. Real change demands deep reform, not just surface solutions.

Reflecting on this, I am reminded of a simple principle: justice means more than treating everyone equally—it means creating conditions where everyone has an equal chance to succeed. Education should be that condition, not a barrier. It is not about placing blame but recognizing our shared responsibility to build something better for the next generation.

Education cannot be the great equalizer until we equalize access to quality education. Until then, its promise will remain out of reach for those who need it most.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.