University of Tehran Iranian Journal of Public Policy 2538-5577 11 3 2025 08 23 Examining The Policy Of The Definitive Effect Of Educational Records In The National Entrance Exam From The Perspective Of Educational Justice Examining The Policy Of The Definitive Effect Of Educational Records In The National Entrance Exam From The Perspective Of Educational Justice 97 118 103598 10.22059/jppolicy.2025.103598 FA Monire Sadat Hosseini Master's Degree of Political Science, Faculty of Law and Political Scienc, University of Tehran, Tehran, Iran Ali Reza Heidari Assistant Professor of Social Science Education, Nasibeh Campus, Farhangian University, Tehran, Iran 0000-0002-9684-7411 Journal Article 2025 09 10 The present article aims to examine the effects of the policy of considering educational background in the national entrance exam and its implications for educational equity. The research utilized a grounded theory approach, with data collected through interviews with 13 experts in the field of educational policy-making. The data analysis process after coding resulted in the extraction of 986 initial codes, which, upon consolidation and analysis, identified 30 subsidiary categories, ultimately leading to the extraction of 11 main categories. The results derived from open, axial, and selective coding are classified into six main axes: 1. Central phenomenon, 2. Causal conditions, 3. Contextual conditions, 4. Intervening factors, 5. Strategies, and 6. Outcomes. The findings indicate that the implementation of this policy in the early years led to improvements in the distribution of ranks and positive changes in educational equity.‌ These changes reflect a relative increase in educational equity and the potential of the aforementioned policy to enhance equal educational opportunities, particularly for students from underprivileged areas. The present article aims to examine the effects of the policy of considering educational background in the national entrance exam and its implications for educational equity. The research utilized a grounded theory approach, with data collected through interviews with 13 experts in the field of educational policy-making. The data analysis process after coding resulted in the extraction of 986 initial codes, which, upon consolidation and analysis, identified 30 subsidiary categories, ultimately leading to the extraction of 11 main categories. The results derived from open, axial, and selective coding are classified into six main axes: 1. Central phenomenon, 2. Causal conditions, 3. Contextual conditions, 4. Intervening factors, 5. Strategies, and 6. Outcomes. The findings indicate that the implementation of this policy in the early years led to improvements in the distribution of ranks and positive changes in educational equity.‌ These changes reflect a relative increase in educational equity and the potential of the aforementioned policy to enhance equal educational opportunities, particularly for students from underprivileged areas. https://jppolicy.ut.ac.ir/article_103598_a55d216d81b77d111a9bef9c3e90ca55.pdf