Well, we're going to just have to disagree, I guess, tiggy.
I'd say the 'reward' I get for my MC-values is having then exercising the choice of which school my DC go to. And frankly, til I see the reward/punishment model being applied to all DC, very much including the 'reward' of a top public school education available to the innocent, powerless DC of the high earners, I shan't be lining up to rescind what little 'push power' I have.
As for "The higher pay your boss gets is his or her reward for taking on more work and more responsibility."- but what if I'm not capable of that higher responsibility? Should I be punished by not being allowed to be the boss, then?
"The holiday you can afford is your reward for the work you do and for planning your money carefully." But what if I don't earn enough to go to St Lucia with the best financial planning in the world?
I could say that the choices I have exercised in my DC's schooling is a result of careful financial planning, actually! People can be remarkably helpless about what they can achieve in life, given a bit of commitment and delayed gratification. My catchment is leafy but that of adjoining equally good schools have far higher rates of social housing and FSM (the excellent Kings in Winchester encompasses all of the Stanmore council estate, for instance). We only need to see how many are absolutely out of their depth in debt following 2007-8 to see how many people spent (borrowed money) like it grew on trees, like kids in a sweetshop.
Yes, I guess there is a 3 tier system. Just like in Real Life. I wish I could be in tier 1 to give me ultimate choices in life in general, but I'm in tier 2; however I don't expect those in tier 1 to rescind their 'advantage' (though I wish more of it were honestly gained, and that some private schools weren't allowed to flout Charity laws, but that's another story) in order to directly benefit me, inasmuch as I recognise that many (but not all) of the glittering schools that high earners patronise would actually be less glittering if they had to deal with DC from less engaged backgrounds. Cue my anecdote about the boy in the Australian school.
I mentioned earlier that I'd have no problem with being interviewed along with my DC to gain entry to such a school as ours (and also said that many of the DC of high earners might fail that interview as they've summarily out-sourced their DC's childhoods and education!). Such a system would allow the DC of poorer yet committed and engaged families in, wouldn't it? And yes, keep the DC of the unengaged out, for better or for worse. But imagine policing that interview process and how that would be exploited! I mean, we can't even make 11+ exams tutor proof!
Sure, I recognise that the DC of the unengaged need educating- I too regard 'education as a right' in a developed 1st world country, but I can't see how diluting 'good' schools with DC who are liable to be considerably less 'school focused' and engagable will help any one. Endless schemes, local and national have been wheeled out to try to help such DC but they come to naught, by and large, because those DC's problems can't be sorted with the few in-school hours available, where teachers haven't got time to teach, they're too busy social working and fire-fighting..
I agree entirely that it's very unfortunate that being less well off, if not actually poor will lump you in with the poor-and-unengaged, because though I loathed the woman, one thing Thatcher noted was that it was the 'working class' who have to live alongside the 'underclass' who suffered. But I still don't see how bussing the latter group around a county to school in the interests of some PC idealism will do anything other than make all state school suffer.
Final point: funny old thing but my DS's school wouldn't suit everyone. Some DC would thrive with far more 'input' than Th allows. There's no 'personal development days' for pupils, no 'meet your DC's form tutor' at all; it's huge (1450 DC); setting is minimal; quite a lot of their work is peer-marked; there's quite a lot of cover-teaching, presumably as the actual teacher is doing Leading Edge work; sport is limited to the already committed as is music, by and large; the DC are very much expected to manage their own day, school trips, homework etc (very little is set on-line; they got 'Frog' a year or 2 ago!); getting to talk to an actual teacher can be quite difficult; there's no 'house' or formal pastoral system; the uniform is a daggy polo'n'sweatshirt; the school facilities are quite rundown (bar the lottery-funded performance hall following a fire years ago); and yes, the push is towards 'Buy choice in your future by getting as good a GCSE grade as possible now'. We, the parents, are expected to provided the wider cultural hinterland, the values'n'morals teaching, the cultural extra-curricular. But the school produces the highest GCSE results, Eng Bacc results, 5 good GCSEs inc Eng Maths and VA score among state secondaries in the county. If you were a poor parent from a far distant council estate, used to SureStart, home/school visits, TAs at every turn, free school trips here, there and everywhere, enrichment programmes, open-door policies at school, endless initiatives to promote engagement with your DC's educational 'journey'- I think you'd hate Th. You might even disengage with it....