公立学校系统由于私立学校系统的竞争而遭受损失，这导致了公立学校只是迎头赶上，并没有采取任何措施来改善少数民族学生的教育质量。“有证据表明，市场化产生了相反的效果，放大和规范了与学术优秀相关的‘品牌价值’。中学没有促进更大的多样性，而是发现自己在一个‘学术性’是市场价值主要指标的市场中追逐同样的学术金矿”(Keating, Savage & Polesel, 2013, p. 276)。在这种情况下，学校部门只是为了提高其品牌价值而进行转型，因此没有任何平等或公平可言。
It can hence be observed that public schools and private schools are differentiated based on parents selecting. Marketing of public schools so as to match the competitive tendencies set out by the private school only focuses on improving student induction rates and student productivity. The schools need to focus on improving equity and diversity within. The responsibility of ensuring that students receive a well-rounded education where they learn to socialize and respect cultures is not only the responsibility of the school, but also as much the responsibility of the parents.
The public-school system is suffering because of the competition that is metered out to them by the private school system and this has resulted in a situation where the public school is merely catching up and doing nothing to improve the quality of education for minority students. Even the marketization of public schools is done with the broader perspective of increasing demand for the school “There is evidence to suggest that marketization produces the opposite effect, amplifying and normalising ‘brand value’ associated with academic excellence. Instead of promoting greater diversity, secondary schools … find themselves chasing the same academic pot of gold in a market in which ‘being academic’ is the prime indicator of market value” (Keating, Savage & Polesel, 2013, p. 276). There is nothing to be expected in terms of equality or equity in such situations as the school sector is merely transforming to improve its brand value.
Competitive with the private sector might be good for improving the influx of students, but then it does nothing for the students in the marginalized gaps. Consider for instance, what this means of students with some existing learning disability. They need schools that focus on inclusive and differentiated learning environments. The allure of the elite school or the competitive nature of the public school is not that much of an incentive. Students with learning disability risk having to search for special educational systems or curriculums that are offered in only selective few schools. They have to move or have to go through some extra issues just so to enrol in such schools. Therefore, educational quality and outcomes with respect to equity issues are not met in such schools. Merely catching up competition once again will not result in a fair and just system; it will merely show more productivity but less social capabilities.