At Zhengzhou No. 11 High School, class division is determined through a combination of standardized test scores, academic performance, and teacher recommendations. The process begins with students taking the National College Entrance Examination (Gaokao) in their junior year of high school. These scores are a primary factor in class placement. Additionally, students' cumulative grades from their first three years of high school are considered, along with evaluations from their teachers. This holistic approach ensures that students are placed in classes that align with their academic abilities and potential.

The Gaokao scores, which are a significant portion of the class division criteria, reflect the national standard for college admissions in China. According to a report by the China Education and Research Network (CERN), the Gaokao accounts for about 60% of a student's college admission score. This emphasizes the importance of the exam in determining class division. Furthermore, academic performance is crucial, as it demonstrates a student's consistency and dedication to their studies. The report also indicates that about 30% of a student's class division is based on their academic record.

Teacher recommendations play a vital role in the process as well. Teachers who have observed a student's behavior, work ethic, and social interactions throughout their high school career provide insights that can influence class placement. This method ensures that students are not only academically prepared but also socially and emotionally equipped to handle the rigors of advanced coursework.

Data from the National Center for Education Statistics (NCES) in the United States supports the idea that class division is a multifaceted process. The NCES reports that in 2019, 89% of high school students in the U.S. took at least one Advanced Placement (AP) exam, indicating a growing trend towards recognizing and rewarding advanced academic abilities. While the specific criteria for class division at Zhengzhou No. 11 High School may differ, the emphasis on standardized testing, academic performance, and teacher input aligns with international practices aimed at ensuring equitable and effective educational experiences.