Why Ninth Graders Are Increasingly Being Denied Entry to 10th Grade

High School Is No Longer for Everyone

In July 2026, a Novosibirsk resident told the media that her daughter, after completing 9th grade, was unable to get into 10th grade at School No. 211. According to the mother, the girl was one point short on her certificate and the OGE exam to be admitted to one of the specialized classes. Attempts to find a place at neighboring schools also failed: they cited a lack of available spots, and at a parent-teacher meeting, educators allegedly advised considering colleges in advance, explaining that "only a handful" would make it into 10th grade. According to the same publication, this school rejected about 200 students from advancing to upper grades. Similar complaints came from Izhevsk, Yekaterinburg, and Kemerovo.

Stories about students being encouraged after 9th grade not to continue their education at school but to choose a college have become increasingly common in recent years. For parents, this comes as a surprise: formally, a child has the right to receive a complete general secondary education, but in practice, the path to 10th grade is increasingly tied to additional conditions—the educational track, number of available spots, and performance requirements.

According to Mikhail Sverdlov, author of the channel "The Education We Deserve", just ten years ago the situation was the opposite: most students stayed in school after 9th grade.

"Today the situation is essentially reversed. According to the Ministry of Education, in the 2024–2025 academic year, about 62–63% of 9th grade graduates enrolled in vocational education institutions, and in 2026 Minister Sergey Kravtsov was already talking about a figure around 65%. Accordingly, only about 35–38% of ninth graders move on to 10th grade."

He attributes the changes not only to families' own choices, but also to a transformation in state policy regarding workforce training.

"This growth can't be explained solely by changing family preferences. It's a long-term trend supported by government policy and shifts in the labor market."

Why Schools Are Limiting Admission to 10th Grade

The main reason conflicts arise around admission to 10th grade is schools' transition to a specialized education model. After 9th grade, many educational institutions no longer form general-track classes but instead create specialized ones: physics and mathematics, natural sciences, technology, humanities. Spots in these groups are limited, and requirements for students are higher.

Schools explain these limitations with objective reasons: insufficient teachers, classrooms, and resources to accept all applicants. Moreover, specialized classes are created for specific educational programs and require student selection based on established criteria.

"Schools do indeed have the right to form a certain number of specialized 10th-grade classes in accordance with their capabilities: staffing resources, number of classrooms, and approved municipal assignments," explains Mikhail Sverdlov.

However, parents often face a different situation: their child is denied not only admission to a specialized track, but continuation at the school altogether. This raises the question of whether we're dealing with legitimate restrictions or the de facto pushing out of some students from upper secondary school.

According to Natalia Khozitskaya, head of the career guidance project ProfMe, the reasons for this situation are connected not only to schools' internal decisions but to the overall logic of the education system.

"The state has demand for skilled trades. There aren't enough hands, not enough skilled workers in production specialties, while universities are overloaded."

She notes that the government is gradually changing its approach to educational pathways: vocational colleges are increasingly seen less as a backup option for those who couldn't get into university, and more as an independent way of training personnel.

This policy is already reflected in concrete decisions. Starting in 2025, a pilot project launched in Moscow, Saint Petersburg, and Lipetsk Oblast. Previously, all ninth-graders had to take four OGE exams, but now those planning to enter vocational college need only two mandatory ones—Russian language and mathematics. The requirement of four exams remains for those continuing to 10th grade. Simultaneously, the state is expanding the vocational education system: for the 2025/26 academic year, 850,800 state-funded places were allocated—68,000 more than the previous year, and in total about 1.3 million people were enrolled in colleges and technical schools in 2025.

"If there are too many university-educated specialists working outside their field, and too few specialists with secondary education—who are in high demand—it's logical that the education system plays a role in this process and tries to supply the economy with workers."

According to the expert, schools themselves have largely become conduits for this policy. Their task is not only to provide access to upper secondary education, but also to meet requirements related to developing specialized tracks and providing career guidance to students.

Between Specialization and Performance Metrics

Another factor is school performance. Upper grades today are largely tied to preparing for the Unified State Exam (EGE) and university admissions. For educational institutions, graduate outcomes have become a key performance indicator: exam results, number of students admitted to universities, and student achievements.

That's why some schools strive to form strong specialized classes from students with higher results. In certain regions, additional requirements are already in place: for example, admission to specialized classes may take into account grades in core subjects, OGE results, or grade point average.

"The state system is structured in such a way that it regulates itself at all levels. If the state needs production workers and specialists, it sets certain criteria and assessments for schools and rewards them for what benefits the state," says Natalia Khozitskaya.

According to her, schools in this situation become part of an overall system that simultaneously seeks to improve the quality of upper secondary education and increase the number of college graduates.

"Schools are in a dependent position—it's not that they're arbitrarily rejecting students; they're part of the overall hierarchy and are forced to act this way because these are the metrics, criteria, and norms imposed on them," the expert notes.

At the same time, the recommendation to choose a college doesn't always mean a negative outcome. In recent years, the secondary vocational education (SPO) system has become a state priority. In 2025, colleges and technical schools admitted about 1.3 million students, and for the 2025/26 academic year, 850,800 state-funded places were approved—68,000 more than the previous year.

The reason for this attention is the economy's need for mid-level specialists. Industry, construction, transport, healthcare, energy, and technology companies are experiencing a shortage of workers who can quickly enter the labor market.

However, a problem arises when conscious choice turns into forced choice. For some students, college becomes a deliberate path; for others, it's the result of finding it difficult to get into 10th grade.

Do Schools Have the Right to Refuse Admission to 10th Grade

The key question in this situation is whether a school can actually refuse a student the right to continue their education after 9th grade. The Ministry of Education's position is that obtaining a complete general secondary education remains the right of every graduate of basic school. In response to an inquiry from Argument Media, the ministry noted:

"Every child who has completed 9th grade and received a certificate of basic general education has the full right to continue their studies at the level of complete general secondary or secondary vocational education. This is a constitutional right of every citizen of our country. Access to complete secondary education must be open to all 9th grade graduates without exception."

At the same time, schools can indeed establish conditions for admission to specialized track classes. If an educational institution conducts individual selection, it must be based on pre-approved rules that are the same for all students.

"Educational institutions may implement specialized instruction with in-depth study of certain subjects. In this case, the school has the right to conduct individual selection or entrance examinations for admission," the Ministry of Education reported.

In other words, refusal is possible if a child does not meet the requirements of a specific specialized track or if the school has no available places. But this does not mean the student loses the right to continue their education altogether.

"If the school where a child completed 9th grade has no available places, the executive authority of the RF subject responsible for state administration in education, or the local self-government body responsible for education administration, is obligated to find a place for the child in another accessible school," the ministry clarified.

According to Mikhail Sverdlov, the key distinction is between refusal to a specific track and refusal of education altogether.

"If a school announces enrollment in 10th grade, admission criteria must be transparent, established by local regulations, and the same for everyone," the expert notes.

He emphasizes that a school cannot arbitrarily restrict access to upper secondary school if a child has met the established requirements.

"If a school cannot accept everyone who wants to enter a specific track, this does not mean automatically depriving a child of the opportunity to continue their education at all," says Mikhail Sverdlov.

College as a Choice or Forced Alternative

The growing number of students entering colleges shows that secondary vocational education is gradually changing its status. For many teenagers, it is no longer a fallback option after failing at school, but an independent career path.

After college, graduates can continue their education at a university. According to research by the Institute for Statistical Studies and Economics of Knowledge at HSE University, 19% of those entering bachelor's and specialist degree programs previously completed secondary vocational education programs.

However, experts note that what matters is not the choice of college itself, but the reason why a teenager goes there. If the decision is driven by interest in a profession and understanding of their future path, such a trajectory can be successful. But if a child ends up at college simply because they failed to get into 10th grade, this can become a problem.

Natalia Khozitskaya, head of the career guidance project ProfMe, believes that parents should study the admission rules for upper secondary school in advance and not put off this question until the end of 9th grade.

"First of all, you need to familiarize yourself with the school's charter, with the transition rules that the school must document in writing and publish. And they must do this in advance," the expert says.

According to her, it's especially important to understand in advance what options the child has and which exams they should take.

"If a child is uncertain—for example, they don't yet know at the beginning of 9th grade whether they want to continue their education at college or university—it's better to prepare the child to take all four OGE exams. That way they'll have options," notes Natalia Khozitskaya.

She explains that giving up some possibilities too early can limit a teenager's future choices.

"Since we're still talking about a ninth-grader, and they're not yet fully mature, we probably shouldn't trust their final choice completely. It's worth continuing to discuss and think through their future with them," the specialist says.

At the same time, the expert emphasizes that college itself is not a lower-quality education option.

"There's nothing wrong with colleges. You shouldn't be afraid of them. They're perfectly good in themselves," notes Natalia Khozitskaya.

Today the secondary vocational education system offers in-demand fields—from IT and engineering specialties to medicine, design, and manufacturing professions. Moreover, employers are increasingly working directly with colleges, offering students internships and subsequent employment.

A New Educational Reality or a System Problem

The situation with admission to 10th grade reflects several processes at once. On one hand, the Russian economy genuinely needs more mid-level specialists, and colleges are becoming a full-fledged part of the education system. On the other hand, the transition to this new model creates risks when some teenagers and parents perceive recommendations to pursue vocational education not as a choice, but as a lack of alternatives.

For the state, developing vocational education solves several problems at once: it closes the personnel gap, reduces pressure on the university system, and allows faster training of specialists for the economy. In 2024, education spending in Russia totaled around 8 trillion rubles, with 41% of expenditures going to school education and 19% to higher education.

But for individual families, the question remains not only economic but personal: is a teenager ready to choose a profession right after 9th grade, or do they need another two years to figure out their path.

According to experts, the main risk lies not in the growing popularity of colleges themselves, but in ensuring that the choice remains an informed one.

"There's absolutely nothing terrible about colleges if it's your informed choice. If you have an educational or career plan," says Natalia Khozitskaya.

The rise in 10th grade rejections isn't tied to a single cause, but to changes across the entire education system. Upper secondary school is becoming more selective, specialized learning is expanding, and colleges are taking on a new role in workforce training. However, the right to continue education after 9th grade remains with each student, and the system's task is not to replace a teenager's choice with an administrative decision, but to ensure they have the opportunity to choose a suitable path.