Classroom Of The Elite Year 2 Volume 1 - Flip eBook Pages 1-50

Table of Contents

1. Illustration
2. Prologue: Operating Behind the Scenes
3. Chapter 1: True Ability
4. Chapter 2: A New Stage

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1. Intro
2. Part 1
3. Part 2
4. Part 3
5. Part 4
5. Chapter 3: The Problematic Group of First-Years
1. Intro
2. Part 1
3. Part 2
4. Part 3
6. Chapter 4: Ichika’s Test
1. Intro
2. Part 1
3. Part 2
4. Part 3
5. Part 4
6. Part 5
7. Part 6
8. Part 7
9. Part 8
7. Chapter 5: Class D and Class D
1. Intro
2. Part 1
3. Part 2
4. Part 3
5. Part 4
6. Part 5
7. Part 6
8. Part 7
9. Part 8

10. Part 9
8. Chapter 6: The Sound of Expulsion

1. Intro
2. Part 1
3. Part 2
4. Part 3
9. Epilogue: An Intensifying Mystery
1. Intro
2. Part 1
10. Afterword
11. Short Stories
1. SS Horikita Suzune: What’s the Fuss About My Hair?
2. SS Karuizawa Kei: A Time for Them Alone
3. SS Nanase Tsubasa: What is Reflected in Her Eyes
4. SS Nanase Tsubasa Tapestry: The Voice in My Heart

Prologue: Operating Behind the
Scenes

Going back in time to tát a certain day in February two months earlier…

In a meeting room, within a certain facility somewhere in Tokyo, a man believed
to be in his 40’s was reading out information displayed on a screen.

A teenager was quietly listening in.

A 15-year old teenager, soon to tát be entering high school.

That being said, their identity wasn’t that of an ordinary child.

They were somebody who had been given a special education from the secret
facility known as the White Room.

“With this, we’ve now gone over the data for Ayanokōji Kiyotaka and the other
156 second-year students. Have you committed everything to tát memory?”

The man, Tsukishiro, was showing this teenager all of the data that they had
collected on the students of a certain high school over the course of the last year.
Not only did it have standard information such as their full names, date of birth,
and former schools, but it even had information on their parents and siblings,
grades and accomplishments since early childhood, and even who they typically
interacted with. It was a top-secret meeting with detailed information that even
the school’s homeroom teachers weren’t allowed to tát see.

“I believe you’re already aware of this, but it’s crucial that Ayanokōji-kun is
expelled and returned to tát the White Room before the over of April. After all, we
can’t afford to tát prolong the plan any longer. Please be clever about how you vì thế it
though. Make sure the public learns nothing. If the government hears of this, that
person… Sensei’s name might be stained, I’m afraid.”

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After Tsukishiro’s explanation, the White Room student slowly raised their
hand.

“So you’re saying that I shouldn’t attract unnecessary attention, right?”

“That’s right. That’s precisely why only someone lượt thích you, who can pose as a
student, is able to tát vì thế this. I’ll vì thế whatever I can to tát tư vấn you, but Sakayanagi’s
faction is definitely going to tát be more vigilant from now on. That limits any large
moves I can make.”

The teenager showed signs of understanding, but a certain look of dissatisfaction
could be seen on their face, one that Tsukishiro wasn’t able to tát overlook.

“You seem to tát have some complaints, I can see it on your face.”

Tsukishiro turned around and glanced at the picture of Ayanokōji on the screen
behind him, then turned back and met the teenager’s eyes.

“You aren’t pleased that he, Ayanokōji-kun, is being praised as our masterpiece,
are you? Not only are they sending mạ out there, but they even went so sánh far as to
interrupt the experiments and send you out when the White Room had only just
resumed operations again. I must say, it does feel lượt thích far too courteous of a
response. As someone raised within the same facility, the humiliation you’re
feeling must be unbearable.”

Tsukishiro strongly emphasized this point as he explained.

He was looking to tát get the teenager to tát surpass their own potential by fanning
their sense of rivalry.

‘Ayanokōji Kiyotaka is our masterpiece.’

Each time they hear these words, Tsukishiro thought it would invoke feelings of
competition lurking within the teenager’s mind.

To Tsukishiro it probably seemed as though he had dealt with everything
flawlessly, but in reality, he had misread one crucial part of it.

There was an idea that been painstakingly instilled within the mind’s of those in
the White Room:

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[Become someone who can surpass Ayanokōji Kiyotaka.]

This idea had led them to tát feel a sense of ‘hatred’. One that a third-party like
Tsukishiro, who hadn’t been raised in the White Room, would never be able to
understand.

At times, this hatred would swell up to tát the point where they couldn’t contain it
anymore, causing them to tát act recklessly.

“The stage has been mix. All that’s left is for you to tát make use of the full extent of
your abilities. I took a look at your tệp tin, and I have no complaints. If you really
do have this level of talent, expelling him should be a walk in the park, right?”

His explanation ended along with a distorted provocation. Tsukishiro then
powered off the screen.

The room became engulfed in darkness in a moment, but before long, the room
was yet again enveloped in the lights shining from the ceiling.

“Well then, we’ll leave it at that if you don’t have any further questions. Time is
so very precious, after all.”

Hearing this, the teenager turned their back and began to tát leave the room as if
nothing had happened.

Tsukishiro was slightly bothered by their calm attitude.

His intuition told him that he had made a mistake at some point during his
explanation.

However, it was impossible to tát take back words he had already said.

“One thing— There is one thing I forgot to tát confirm with you.”

He called to tát the teenager, speaking to tát their back as they had stopped just before
they left the room.

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“You aren’t hiding something from mạ, are you?”

Even if the teenager was on his side, everyone in the institution wasn’t always
on the same page, and Tsukishiro knew that.

If the two of them didn’t see eye-to-eye from the beginning, something that
could’ve gone smoothly might over up going awry.

That was why he had called out to tát the teenager.

Without turning around, the teenager simply nodded their head before silently
leaving the room.

Once he was alone, Tsukishiro turned off the lights once again before reshifting
his attention back to tát the screen.

Displayed upon it was all of Ayanokōji Kiyotaka’s data from his time in the
White Room.

“I don’t really lượt thích using these types of words to tát describe things, but… he really
is a monster.”

It goes without saying that his academic abilities were excellent, but his physical
abilities could put adults to tát shame.

His track record of fights against professional fighters was lined with nothing but
victories.

“A battle between two fellow White Room students… I wonder how it would
turn out in a fair fight?”

Of course, Tsukishiro had already devised a clever plan to tát ensure that he would
win.

But even so sánh, victory wasn’t guaranteed.

“It’s hunt or be hunted. It may be a game between children, but it will certainly
still be an interesting one.”

As an adult, Tsukishiro wasn’t worried. He just slowly took his time executing

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the mission he had been tasked with.

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Chapter 1: True Ability

It was a certain year, long after people had become familiar with the 21st
century.

As the world was facing all sorts of different problems, nhật bản was also at a
turning point of its own.

Between declining birth rates, an aging population, environmental issues, and a
fall in national power, Japanese society was beginning to tát show signs of decay.

In order to tát rebuild from the ground up, the government began seriously focusing
its efforts on cultivating its human resources.

And, as one part of this shift in policy, a certain high school was established.

The goal of this school is to tát gather various students from all over the country
and foster them into individuals equipped to tát take on the outside world.

[Advanced Nurturing High School]

One of the most distinctive features of this school is that it doesn’t consider an
applicant’s middle school grades when selecting who they enroll.

The students chosen through the school’s custom selection criteria have a wide
variety of characteristics.

There are those who can study, but struggle when it comes to tát communication.
And there are others who excel at athletics but struggle in their academics.

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Some, on the other hand, don’t even seem to tát have a single redeeming quality,
and yet the school still lumps them together with the rest and teaches them all
just the same.

It’s a learning system that would be unthinkable at an ordinary high school.

Despite all of the vastly different personalities, these students are prompted to
live their lives in groups and compete with each other for the sake of their class.

The purpose behind all of this is probably to tát create the necessary foundation for
them to tát take part in a competitive society and survive as a group.

And, those who are deemed as unqualified are doomed to tát the fate of expulsion
without the slightest bit of mercy from the school.

Students won’t be able to tát survive at this school by simply being able to tát play
sports or study effectively.

Each school year is divided up into four different classes, ranging from Class A
to Class D.

At the time of enrollment, each class is assigned 40 students, for a total of 160
students overall.

All that being said, there are other aspects of this school that makes it so
dramatically different from other high schools.

Starting off with the basics, students aren’t allowed to tát communicate with the
outside world until the day they graduate, three years after enrollment. At the
same time, they are prohibited from leaving school grounds and forced to tát live
within school-provided dormitories. That being said, the school boasts an
immensely large campus, fully equipped with all sorts of facilities to tát tư vấn its
students with anything they could ever want or need during their time there.
There’s also a large-scale commercial establishment for the exclusive use of
students and school personnel called ‘The Keyaki Mall’ that has everything the
students might ever need, varying from cafes and volume-sales electronics stores
to barbershops and karaoke parlors. And, even if there happens to tát be something
the mall doesn’t sell, students can always purchase and order it over the mạng internet.

Furthermore, students are provided with a khuông of money called ‘private points’,

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which they can use to tát make these purchases throughout their time at the school.
These points have an easy to tát understand one-to-one exchange rate with the
Japanese yen, and can be used as real money.

However, these private points don’t just appear out of thin air.

Every month, the students are provided with private points equal to tát their current
number of class points times 100.

In other words, in order to tát stock up on the private points that the students need to
live their lives, securing these class points became the first priority.

There are several ways to tát earn these class points, but the most standard method
involves clearing challenges given by the school called ‘special exams’.

Basically, during these special exams, the four classes would compete against
each other, with those who come out on top gaining class points and those
coming out on the bottom losing class points. If a certain class ends up with
1000 class points, then the students of that class would earn a monthly allowance
equivalent to tát 100,000 yen. Conversely, should a class continuously lose these
exams, their class points would eventually plummet down to tát zero and they
would be provided with a monthly allowance of zero private points as a result.

This inseparably interlinked relationship between class points and private points
is probably the school’s way of getting students with different ways of thinking
to work together for the common goal of preserving their class points. This is
because, for students, securing a large sum of class points means that they would
be securing the perfect, fulfilling school life that everyone wanted.

However, the charm of Advanced Nurturing High School went even one step
further than thở that.

The school’s biggest selling point came from being a thành viên of Class A upon
graduation. The students who managed to tát win it all were granted the luxury of
being able to tát move forward to tát any university or employment opportunity they
desired. Even in the most extreme cases, whether it be a university boasting the
lowest imaginable acceptance rates or a major first-class company, the students
would be guaranteed to tát get in with a không tính tiền pass. However, this didn’t mean they
could afford to tát be overly optimistic. After being accepted, if one’s raw potential
wasn’t enough to tát get the job done, it’s only natural that they would be screened

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out and eliminated eventually.

Even so sánh, there was no denying that this was still an exceedingly attractive
offering.

I guess this is probably a good enough overview of Advanced Nurturing High
School.

I, Ayanokōji Kiyotaka, am currently a student enrolled in this remarkable high
school where I’ll soon be embarking on my second year.

As of April 1st, I’m a student in Class D, with a total of 275 class points. This
means that every month, I’ll receive approximately 30,000 yen’s worth of
private points. Incidentally, the current highest ranked class, Class A, was led by
Sakayanagi with an overwhelming total of 1119 points. Following behind that is
Class B, led by Ichinose, with 542. And following only just barely behind that
was Class C, led by Ryūen, with 540.

When comparing our class with the other classes, the difference in class points
may seem large, but even so sánh, it may be more accurate to tát say that the gap
between us has shrunk.

The extent to tát which we can close this gap over the course of this next year
would make all the difference.

TL Notes:

Note: 100,000 yen is lượt thích $930 for those that don’t know. Just a heads up.

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Chapter 2: A New Stage

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Intro

After a long and yet somehow short spring break had come to tát an over, the day of
the opening ceremony finally arrived. We moved out of our old, familiar first-
year classroom and relocated to tát a new one for second-years. At a glance, the
desk and chairs seemed to tát be the same, but for whatever reason, the room gave
off a different feeling. The first thing that awaited us as we arrived in this new
classroom was a message ‘displayed’ on the blackboard.

[Sit down in the same seat you used last year and wait for further instructions.]

Last year, the blackboard was one that the teachers would write on with chalk.

However, the blackboard before mạ was a blackboard, yet not at the same time.

Put simply, it had been replaced by a large monitor.

The school had probably chosen to tát install it this year, judging from the fact that
it was shining with a radiance that made it seem lượt thích it had just come out of the
box.

The students who arrived in the classroom after mạ also seemed rather surprised
when they saw the monitor. Either way, I made my way to tát where I sat last year,
the window seat in the very back of the room, and sat down as instructed.

Later on after this, the opening ceremony would be held in the gymnasium.

After that, the homeroom teachers would spend the next two hours or so sánh briefing
us on this year’s schedule and other important details before dismissing us
sometime before noon.

The students still seemed to tát be a little out of it since spring break had only just
ended. Friends who hadn’t met up with each other over the break began
excitedly talking about all sorts of things lượt thích what they had been doing over the
holidays.

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“Yo.”

I was leisurely surfing the mạng internet on my phone when I heard a voice Call out to
me.

It was my classmate Miyake Akito, a thành viên of a small group I had become
good friends with.

“I’ve been a little worried about you cuz you didn’t really hố out with the
group all that much over spring break.”

What Akito said was true. I hadn’t interacted with the Ayanokōji group over the
break almost at all.

Or rather, I had been so sánh occupied with other matters that I ended up neglecting
them.

“Don’t get mạ wrong, there’s no rule stating you’ve gotta hố out with us, but
even Haruka was kinda worried, and on top of that, Airi really seemed lượt thích she
was thinking about you a lot.”

Akito was essentially advising mạ to tát keep the feelings of the girls in our group
in mind.

“My bad. I’ll hố out with you guys more often moving forward.”

“That sounds good to tát mạ. I was feeling pretty lonely without you too, you
know.”

I felt sorta uneasy hearing a friend tell mạ something lượt thích that, but it wasn’t
exactly a bad feeling.

It didn’t seem lượt thích Akito planned on staying for very long, as he casually raised
his hand and went back to tát his own seat.

As he did, I found myself thinking about how I had found myself a truly good
friend.

After all, he had gone out of his way to tát give mạ some good-natured advice like
that.

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Once he was back at his seat, I didn’t feel lượt thích playing around on my phone
anymore, so sánh I decided to tát listen in on what some of my classmates were talking
about.

The topic had shifted from what people had done during spring break to tát the
newly enrolled students.

Tomorrow was the school’s entrance ceremony where the incoming first-year
students would enter the school.

Last year, our Class D had taken the school’s good treatment for granted and had
the rug pulled out from under us shortly after enrollment, but that was the natural
consequence for our actions at the time.

We had been given 1000 class points when we first came here. In other words,
we had been given the equivalent of 100,000 yen every month. Spirits were high
as students burnt up their points, recklessly buying whatever they wanted under
the impression that they’d receive the same amount at the start of every month.
Meanwhile, being tardy or not even showing up to tát class happened more and
more, and a fair number of students had fallen into the habit of talking with their
friends or dozing off during lectures.

On the other hand, the diligent students were so sánh focused on themselves that they
didn’t pay any attention to tát the behavior of those around them.

These diligent students probably had several reasons for why they didn’t speak
up about it, but the main reason was probably the fact that the school let the
problem children vì thế whatever they pleased. After all, if the teachers weren’t
doing anything about it, why should they?

However, you could say that all of this had been nothing more than thở the first
‘special exam’ the school had in store for us.

The school was seeing whether or not we would realize that this was different
from the compulsory education we went through during elementary and middle
school.

Testing us as high school students, trying to tát find out whether or not we were
capable of doing what we needed to tát be doing without being told.

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And our superb Class D was presented with the lowest possible assessment the
special exam could’ve given us.

The following month, on the first of May, our class points dropped down to tát zero,
sending our monthly allowance of private points plummeting down to tát a
wonderful zero as well.

For the rest of the year, Class D went through one trial after the next, but after
falling to tát the very bottom once, our class slowly began piecing itself back
together, maturing and growing closer in the process. At one point, we had even
managed to tát rise up to tát Class C, but after the results of the end-of-term exam, we
were unfortunately relegated back down to tát Class D. That being said, we still
managed to tát recover an overall total of 275 class points over the course of the
year. There’s still a huge gap between our class and Class A, but in order to
reach the top, it comes down to tát just how much we’re able to tát close that gap over
the course of this next year.

“G’mornin’~”

The lively voice of a girl filled the room. Immediately afterward, the female
students who were already in the classroom responded one after another,
gathering around the girl in question. It was Karuizawa Kei, the leading figure of
the girls in the class. The number of girls gathered around her kept increasing,
and just lượt thích that, they started talking about the same things they had already
discussed with each other not too long ago.

It was only just the other day that I began dating Kei.

As of right now, the only other person who knew about that was Kei herself.

As I thought back on what had happened while I listened in on their discussions,
a surprised voice more akin to tát a scream spread throughout the classroom. I
looked over to tát see what was going on and immediately noticed what had caused
the commotion.

You could say that it was a reasonable reaction after seeing the appearance of the
girl who had quietly entered the classroom.

Without acknowledging the attention she was getting, the female student simply
went over to tát her seat. That is, the seat right next to tát mine.

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Her once long, beautiful đen thui hair was now short, not even reaching down to
her shoulders.

She had chosen to tát cut her hair after reconciling with Horikita Manabu, her older
brother, and bidding farewell to tát her former self.

I personally wasn’t surprised because I had already known about it beforehand,
but if this was the first time I had seen it, I would’ve probably reacted just like
the people around her.

“S-Suzune…? Wha… What’s up with your hair!?”

The one who shouted this out was none other than thở Sudō Ken, a male student
who had fallen in love with Horikita.

He had broken away from the chat he was having with one of his buddies and
rushed over to tát us.

He was accompanied by one other person, a girl who also seemed bewildered
over Horikita’s sudden change in appearance.

“Horikita-san, that is… quite the drastic makeover. I’m surprised.”

Said girl was Kushida Kikyō, one of our classmates who had attended the same
middle school as Horikita.

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“Is it really so sánh strange that I chose to tát get a haircut?”

Horikita glared not only at Sudō, but also at the many students who were staring
at her.

“N-no, rather than thở strange, it’s more, surprising, ya know…? It lượt thích, makes you
seem lượt thích a totally different person… Uhm, that’s not to tát say it makes you look
bad or anything. Short hair actually looks really good on you. W-wouldn’t you
agree, Kushida?”

Although it gave a strong impression, for Sudō, things lượt thích the length of
Horikita’s hair were trivial.

In fact, he readily welcomed his crush’s new look, emphasizing that he really
approved of it.

On the other hand, the one Sudō had sought agreement from, Kushida, was
unable to tát hide her bewildered expression.

“I think… so? Yeah. I think it really suits you, but… did something happen?”

It didn’t seem lượt thích Kushida wanted to tát share her full thoughts on the topic, as she
shifted the conversation toward finding out why Horikita had cut her hair.

“Whattaya mean by ‘did something happen’!?”

Before Horikita could answer, Sudō eagerly butted in with a question of his own.

“Like… maybe she had her heartbroken, or something?”

“H-h-h-heartbroken!?”

“If I had to tát say, I suppose I’d Call it my way of showing my resolve.”

Horikita replied in no time at all, dispelling any further speculation that she had
done this out of heartache.

“T-that makes sense. There’s no way you’d be dealing with an unrequited love
or anything, right? Right?”

Despite saying that, Sudō seemed to tát be breaking out in a cold sweat.

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“This year, as a second-year student, I’ll be fighting to tát bring Class D to tát the top. I
wanted to tát vì thế what I could in order to tát make that happen.”

“Ah, I see. Well… I guess I’ll vì thế the opposite and try growing my hair out.”

Kushida sounded xinh tươi and innocent, but somehow, I was able to tát pick up on the
true meaning behind her words.

She felt disgusted that her hair was now the same length as the person she hated.
I didn’t think anybody would take what she said seriously, but it was possible
that she might actually grow it out. I couldn’t help but imagine the raging
emotions hidden inside her words.

“If you’re satisfied, could you both return to tát your seats?”

Horikita prompted them to tát leave. After all, she didn’t want to tát have people
gawking over how long or short her hair was.

Although her haircut had made waves with those around her, Horikita seemed
somewhat unhappy about all the attention she was getting for it.

She was in a bad mood, but fortunately, the bell rang shortly afterward, bringing
an over to tát the ongoing chatter.

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Part 1

Several days had passed since the opening ceremony. The weekend came and
went, and it was Monday once again.

A peaceful school life. A daily routine constantly repeating itself over and over
again.

The start of the new school year brought about many changes, the most notable
of which being that the blackboards had become digital and that all of our
textbooks had been replaced with electronic tablets. I looked down at the brand
new tablet that the school had distributed the week before.

All supplementary class materials were also now on these tablets, truly
highlighting just how popularized electronic books had become these days.

Each student had been given one of their own, and high-speed charging ports
had been freshly installed at the back of the classroom. Portable battery chargers
had also been made available to tát us whenever we needed, just in case our tablets
were to tát run rẩy out of power during class. While, as a general rule, we weren’t
allowed to tát bring our tablets back to tát the dorms with us, we could always transfer
any data we needed over the school’s wireless network and use that at home
instead.

The cumbersome number of textbooks we used to tát have was now stored within
one 12-inch tablet. Not only did it make it easy to tát utilize visual sida lượt thích graphics
or photographs, but it also had tư vấn for more globalized uses, allowing us to
seamlessly communicate with foreigners during our English classes.

For a school overseen by the government, it seemed rather behind the curve
when it came to tát introducing these changes.

At the same time, it was hard to tát say whether or not these changes had been the
right thing to tát vì thế.

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The value of these changes would greatly depend on whether or not the students
needed them in order to tát integrate with society later on down the line.

This year, the scope of our studies would naturally be more difficult than thở it was
during our first year. I had no frame of reference to tát compare this to tát, but it
seemed reasonable enough to tát assume that this school was at least above average
in terms of difficulty. I found myself wondering if Sudō, Ike, and some of the
other students would be able to tát keep up on their own. In order to tát prevent any of
them from being expelled, they’d need more tư vấn than thở ever before.

All in all, most of the major changes had to tát vì thế with the digitalization of the
education system, but if I had to tát name something else, it would probably be how
we could now choose where we wanted to tát sit through the use of private points. I
moved from my old window seat to tát the desk right next to tát the hallway at the back
of the room. The seats next to tát the hallway generally weren’t very popular
because of all of the traffic, but that wasn’t really something I cared about.

And, while I was running into the new first-year students more often over the
course of my day to tát day life, I wasn’t involved in any club activities, so sánh I hadn’t
actually spoken with any of them yet. Last year, the first time I properly spoke
with one of the upperclassmen was when I needed to tát collect old exam questions
for a special exam, so sánh it wasn’t exactly strange that they hadn’t spoken with me
yet.

In short, the first several days of the new school year had been pretty quiet.

“Everyone’s here, right?”

Our homeroom teacher, Chabashira, walked in the classroom only seconds after
the bell rang.

As morning homeroom began, she took her place behind the teaching podium
with an extremely serious look on her face.

This, coupled with the fact that there were no regular classes scheduled for both
first and second period today, meant that it was safe to tát assume something was
about to tát happen.

Our brief, peaceful break was about to tát come to tát an over.

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“Sensei, is there a special exam?”

Ike asked a question before Chabashira even had a chance to tát open her mouth.

From the look of it, he had probably spoken because of restlessness, not as some
sort of joke.

Chabashira understood this as well, so sánh she didn’t reprimand him for speaking out
of turn.

In the past, every time a new special exam reared its head, most of our
classmates would feel consumed by anxiety and suspense.

But now, special exams felt more lượt thích hurdles we had to tát get over on our road to
the top.

The class’s mindset had begun to tát change, to tát face toward the future.

“I understand that you’re concerned, but there’s something I’m gonna need all of
you to tát vì thế before I get to tát answering that. Something very important for the rest of
your life here at this school.”

Chabashira took out her phone and held it up for us as she spoke.

“Everyone, take out your phones and place them on your desks. If you didn’t
bring it with you, you’ll have to tát go back to tát your dorm and get it, but… I doubt
any of you forgot.”

Nowadays, cellular phones have become one of life’s necessities. You could
probably even say that it was the number one most important thing to tát have on
you at all times.

Before long, 39 phones had been placed on the desks. After quickly checking to
make sure nobody had forgotten theirs, Chabashira continued speaking.

“So, the first thing you all need to tát vì thế is navigate to tát the school’s homepage and
install a new application. It should be available to tát tải về any second now.
The official name of the phầm mềm is ‘Over All Ability’, but once it’s finished
installing it’ll show up as just ‘OAA’ on your phone.”

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The blackboard switched over to tát a different screen, where a captioned live-
action đoạn phim demonstration began to tát play.

You could say that this was one of the various conveniences that had been
brought to tát us thanks to tát the new technology.

After following along with the explanation given to tát us in the đoạn phim and
successfully installing the phầm mềm, an icon of what appeared to tát be an illustration of
the school together with the letters ‘OAA’ showed up on my phone’s home
screen.

“Put your phones down after you’ve finished installing the phầm mềm. Raise your hand
if there’s something you don’t understand.”

The installation process was extremely simple. Everyone here was experienced
with using their cell phones, so sánh everything progressed without a hitch.

“You’re not the only ones doing this either. Right now, every student in the
school is installing it. From here on out, this phầm mềm will be a very useful tool for
you here at Advanced Nurturing High School. Well, seeing is believing as they
say, so sánh go ahead and get it running.”

I pressed the icon on my trang chính screen to tát launch the phầm mềm, but my phone’s camera
came up instead.

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“Just take a picture of your student ID thẻ with your camera and it’ll take care
of the initial setup process.”

Following along with her instructions, I took a picture of my ID thẻ. The app
then scanned the thẻ for various pieces of information lượt thích my ID number and
portrait photograph and continued with the login process.

“At this point, each of you should have your own personal trương mục. Moving
forward, you won’t need to tát login anymore, as your trương mục is linked directly to
your phone, so sánh please be careful not to tát lose it.”

After finally logging into the phầm mềm, several different menus showed up.

“This phầm mềm holds the personal data of all students across every school year. For
example, if you press on the thực đơn for Class 2-D, your names will be displayed

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in alphabetical order. Go ahead and try it.”

The school pictures and full names of all 39 of us were listed in alphabetical
order on the screen, just lượt thích she said they’d be.

“You’re không tính tiền to tát look at any profile you want, but you should probably take a
look at your own first.”

I tapped on my own name as Chabashira suggested.

I expected to tát be met with basic information lượt thích my date of birth, but that wasn’t
the case at all.

Instead, I was presented with data I had never seen before.

Class 2-D – Ayanokōji Kiyotaka

First-Year Evaluation

Academic Ability: C (51)

Physical Ability: C+ (60)

Adaptability: D+ (37)

Social Contribution: C+ (60)

Overall Ability: C (51)

“S-sensei, my scores look lượt thích they’ve been converted into đoạn phim game stats!?”

“That’s right. The school calculated those ratings for each of you based on your
accomplishments up until the over of your first year. Of course, you also aren’t
the only ones who can access this information; It’s possible for students of any
class or school year to tát access whoever’s info they want. The system was adopted

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because we believe it’ll be an important tool for the future of your education.”

In other words, the purpose of this OAA phầm mềm was to tát provide a numerical
evaluation of everybody’s abilities. On the side, it also seemed lượt thích it could be
used to tát send public messages to tát every student in the school.

There was a question mark icon on the top right corner of the screen that, upon
being pressed, presented mạ with a detailed mô tả tìm kiếm of each of the different
categories on my profile.

Academic Ability: Primarily calculated based on your written exam scores
conducted throughout the school year.

Physical Ability: Calculated based on your performance in physical education
classes, club activities, special exams, and other physical endeavors.

Adaptability: Calculated based on your capacity to tát adapt to tát the world around
you. This includes, but is not limited to tát, whether or not you consistently
demonstrate the ability to tát think on your feet, your communication skills, the size
of your social circle, and whether or not you act in a way befitting of your social
standing amongst said circle.

Social Contribution: Calculated based on a variety of factors, such as your
general attitude during class, your attendance record, the presence of any
potentially problematic behavior, or your contribution to tát the school through
programs lượt thích the student council.

Overall Ability: A student’s comprehensive ability is derived from each of the
four values calculated above. However, the effect Social Contribution has on the
overall score is reduced by half compared to tát the other three values.

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※ Formula for how Overall Ability is calculated:

(Academic Ability + Physical Ability + Adaptability + (Social Contribution *
0.5)) ÷ 350 * 100 (Rounded)

I see. With evaluation criteria lượt thích this, I could understand why my Adaptability
rating was lower than thở the others.

After all, the size of my social circle and my communication skills weren’t very
high by any standard.

My ratings for the other categories were reasonable, given that they were
calculated based on various things that I did on a day-to-day basis.

Alongside the information for my first year, there were additional pages for my
second and third-year information, but those were currently blank.

“Right now, only the ratings for your first year are displayed, but from today
onward, new ratings will be reflected on the second-year page as they become
available. They’ll be updated on the first day of each month, the same day
private points are distributed. As an example, Sudō, your current Academic
Ability rating is an E, but if you were to tát get full marks on the next written exam,
you’d receive an A+ for Academic Ability on your second-year page.”

This meant that our second-year ratings would be evaluated separately from our
first-year ratings. Furthermore, the ratings for each year would always be held on
record. Even if Sudō were to tát get full marks on April’s first written exam and get
an A+ rating, if he were to tát take a zero on the next exam, he’d over up with a C
rating, or something along those lines. And after a full year of that, our average
rating would be what’s left in the over.

One of the most noteworthy features of this phầm mềm was that it allowed us to tát check
up on not only our own class, but every other class as well. Before this, I
couldn’t find out about students I had never interacted with without personally
going out and gathering information, but now, with just a glance at the phầm mềm, I
could find out anyone’s name, face, and what kind of ratings they had gotten,
regardless of whether they were in my school year or not. Incidentally, the data
for the first-year students seemed to tát be based on information from back in their

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third year of middle school along with the results of their entrance exam. This
meant that Academic Ability, Physical Ability, and Social Contribution ratings
aside, it was possible that their Adaptability ratings may not be very reliable.

It was a useful grade checking tool… Or, no, there had to tát be more to tát it than thở that.

The phầm mềm was obviously meant to tát play an important role of some sort.

“There are probably some students here who aren’t satisfied with their ratings
and feel frustrated with how they’ll be kept on a record lượt thích this. But to tát those
students, I can only say that you’re the ones who spent the last year acting as you
did.”

The closer one’s important ratings lượt thích Academic Ability and Physical Ability
were to tát an E, the more disgraced one would feel as a student.

“However, your first-year ratings are a thing of the past, and they won’t have
any influence on the evaluations you’ll be getting as a second-year. In other
words, it’s important that those of you who received unsatisfactory results take
advantage of this opportunity to tát improve yourselves. The school expects that
being able to tát visualize your progress will help promote growth lượt thích that.”

Since the phầm mềm holds a record of personal ratings that anybody can look at, many
students would probably start putting in effort in order to tát make themselves look
as good as possible. This would probably have some sort of promotional effect
on getting better ratings lượt thích Chabashira said it would, but…

“Sensei, why is Social Contribution the only one that’s factored in differently
than the other three categories?”

This question came from Hirata Yōsuke, who had been wondering about why
the Social Contribution category had less than thở half of the influence on Overall
Ability compared to tát the other three.

“Academic Ability, Physical ability, and Adaptability. The school considers
these three categories to tát be extremely important. Social Contribution, on the
other hand, is a little different. Social Contribution is based on morals and
manners. It’s an assessment of what you look lượt thích as a student in a general sense,
considering things lượt thích the tone and attitude you take with your teachers, the
presence of absences or tardies on your attendance record, whether or not you’re

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willing to tát abide by various rules, and even the influence of your voice and the
accuracy of your words. It covers the type of common-sense abilities that you
can’t afford not to tát have, so sánh the impact it has on Overall Ability is lower as a
result.”

Unlike the first three categories, where you couldn’t just improve dramatically
overnight, you had the ability to tát greatly improve Social Contribution-related
skills any time you wanted just by changing your mindset and the way you went
about doing things. That was the difference.

“This phầm mềm considers everyone equally. It doesn’t matter what class you’re in or
where you are amongst your peers, the phầm mềm evaluates you just the same. As it is
now, you could say that those of you with high ratings in the Overall Ability
category have done something worthy of praise as individuals.”

In the phầm mềm, the students were listed in alphabetical order, but it also seemed to tát be
equipped with a sorting function.

And thanks to tát that, there was no need for mạ to tát look through each student in
Class 2-D one by one to tát find out who had the highest Overall Ability rating.

Upon testing out the sorting feature, I found that Yōsuke was the one to tát take that
spot.

Class 2-D – Hirata Yōsuke

First-Year Evaluation

Academic Ability: B+ (76)

Physical Ability: B+ (79)

Adaptability: B (75)

Social Contribution: A- (85)

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Overall Ability: B+ (78)

Yōsuke’s excellence was obvious after just one look at his numbers. His ratings
were objectively high-level all across the board. If he hadn’t exposed his
weakness at the over of the first-year, his scores might’ve been even higher.

On the other hand, when sorted in descending order, Ike was the one to tát take the
top spot with an Overall Ability score of 37.

Right below Ike was the name Sakura Airi, with the same Overall Ability score
of 37.

Sudō, somebody that many students had expected to tát take the lowest place on the
rankings, was actually placed several places above that.

Class 2-D – Sudō Ken

First-Year Evaluation

Academic Ability: E+ (20)

Physical Ability: A+ (96)

Adaptability: D+ (40)

Social Contribution: E+ (19)

Overall Ability: C (47)

His Academic Ability and Social Contribution ratings were both profoundly low,
given his bad behavior last year. However, his rating for Physical Ability was
more than thở enough to tát compensate for that, saving him from the bottom of the list.
Upon further inspection, I found that, out of every student in the second year, he

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was the only one who had gotten A+ in the Physical Ability category.

Sudō had grown both academically and mentally when compared to tát when he
first came to tát this school, and his ratings would probably only continue to tát get
better as time went on.

“On another note, while this doesn’t directly have anything to tát vì thế with Class D,
there are special exceptions in place for second-year students. Class 2-A’s
Sakayanagi Arisu’s Physical Ability rating will take on the same value as the
student with the lowest Physical Ability rating in the school year.”

Sakayanagi Arisu had been physically handicapped from birth.

She had to tát use a cane to tát get around, even while walking.

In other words, physical activity wasn’t something she was capable of, even if
she wanted to tát.

Having said that, the Physical Ability category couldn’t just be removed from
the calculation for her overall score. So in that sense, having her take up the
same score as the lowest placed student seemed lượt thích a reasonable compromise.

At any rate, this tool for visualizing abilities was probably an integral part of
Nagumo’s proposed individualist meritocracy.

“I’m sure this phầm mềm will distinguish itself as an important tool, not only for
changing your mindsets and improving yourselves, but also for interacting with
others since you’ll now have a medium to tát quickly familiarize yourselves with
the names and faces of students regardless of what school year they’re in.
However… I also think there’s more to tát it than thở that. This is just my own personal
speculation, but… maybe a year from now, students who fail to tát keep their
Overall Ability rating above a certain threshold will be given some kind of
penalty of sorts.”

“Penalty… You’re not saying, lượt thích, expulsion, are you Sensei…?”

“It’s possible. But, as I said, this is just speculation. It’s not a cold hard fact or
anything. But the closer your Overall Ability rating is to tát an E, the more
dangerous of a position you’re in. It’s best you keep that in mind.”

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For the time being, Ike and Airi were ranked at the bottom, with both of their
Overall Ability ratings close to tát an E.

If they spent this next year doing the same things they did last year, they’d be in
hot water.

“Some of you are also probably dissatisfied with how the school’s assessment
may not line up with what you think you should’ve gotten, but keep in mind that
this is just how the school sees you as of right now. If you’re dissatisfied, then
you’ve got this next year to tát prove us wrong. After all, the school isn’t infallible.”

“B-but Sensei, how are we supposed to tát vì thế that!?”

Ike frantically raised his hand as he asked, having realized that he was at the
bottom of the ranks.

“Well, as an example, the accuracy of the Physical Ability rating depends on
whether or not a student takes part in club activities. If you’re confident in your
abilities, it might be a good idea to tát join a club.”

Chabashira was saying that students who showed their abilities to tát the school
would generally over up getting better results. That being said, it still depended
on the individual. If a student were to tát appeal to tát the school in a bad way, it could
end up coming back to tát bite them.

“It’s lượt thích we’re fighting on our own.”

Horikita’s quiet muttering didn’t go unheard by Chabashira.

To Horikita, it probably felt lượt thích the introduction of this phầm mềm did away with the
notion of class-focused competition she had come to tát expect during her first year
here.

And she probably wasn’t the only person who felt this way either.

“You’re both right and wrong, Horikita. The school approved and implemented
a proposal by the current student council president, Nagumo Miyabi, and that is
the very system we’re introducing this year.”

So Nagumo’s dream of creating a system where individuals are evaluated based

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on their own merits was finally being realized. The reason why he wasn’t very
active last year must’ve been because he was busy pouring his time and
resources into making this phầm mềm.

“But, the fact that the school’s emphasis lies on working together as a class still
hasn’t changed. Keep that in mind as you work hard to tát improve yourselves every
day.”

With the apps installed and the following explanation finished, the first period
came to tát an over. As soon as the break between periods started, everyone’s eyes
were immediately glued to tát the screen of their cell phones. Not only did they
want to tát see their own ratings, they also wanted to tát know how their classmates
and the rest of the school were doing.

“I ain’t happy with how they’re treatin’ mạ lượt thích I’ve got less common sense than
Kōenji!”

Sudō complained loudly as he scowled at Kōenji, completely fixated on the
ratings of the phầm mềm.

I eavesdropped on his conversation (though, he was speaking so sánh loudly it was
hard not to tát hear him) while looking to tát confirm what he was saying on the phầm mềm.

Class 2-D – Kōenji Rokusuke

First-Year Evaluation

Academic Ability: B (71)

Physical Ability: B+（78）

Adaptability: D- (24)

Social Contribution: D- (25)

Overall Ability: C (53)

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Kōenji had received high ratings in both Academic Ability and Physical Ability,
which made sense given that he had demonstrated a certain degree of proficiency
during our standard classes and tests.

“What’re you on about? Your Physical Ability rating is lượt thích, way higher than thở his
anyway.”

Ike, who didn’t have any particularly outstanding ratings of his own, enviously
complained right back to tát Sudō.

“That’s cuz Kōenji isn’t taking this shit seriously. It’s hard to tát come to tát terms
with.”

Kōenji’s physical abilities were extraordinarily high, just lượt thích Sudō said. His
potential was on the same level as Sudō’s or maybe even greater, but, he wasn’t
a thành viên of any club and his participation during PE classes was largely
dependent on his mood, so sánh there was no way to tát tell for sure. Unless he’s
personally invested, he was one to tát just suddenly give up on something or skip
out on doing it altogether. It wasn’t even all that uncommon for him to tát not even
lift a finger in the first place either. Sudō, on the other hand, tackled physical
problems head-on and always pounded out top-class results, no matter what task
he’s been faced with. Even though their physical abilities may be similar, it was
obvious why there was such a great difference in the ratings they had been
given.

That being said, the category Sudō was upset about was the Social Contribution
category.

That is, the category that had to tát vì thế with morals and manners.

In that regard, Kōenji, the one being singled out and criticized, was just as much
of a problem child as Sudō.

It seemed that Sudō couldn’t stand the fact that his Social Contribution rating
was the lower of the two of them, even though that was only just barely the case.

It’s not lượt thích I couldn’t understand why Sudō wanted to tát complain, but…

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The reason why Kōenji’s Social Contribution rating was higher than thở Sudō’s was
probably because he hadn’t had as many opportunities to tát cause problems for the
class or the school. Given the suspensions and violent behavior Sudō exhibited
last year, the fact that he was below Kōenji wasn’t all that surprising.

Even though Kōenji himself could hear everything Sudō said, he paid no heed to
any of it.

He also hadn’t bothered with using the OAA phầm mềm any more than thở necessary,
unlike those around him who were completely engrossed with it.

Over the course of the last year, Kōenji was probably the one who had changed
the least.

In any case, thanks to tát this phầm mềm, we were now able to tát quantify the results of our
first year at this school.

And, there were both advantages and disadvantages for us as a result.

For example, the existence of the Overall Ability category had created a
provisional competency ranking of sorts.

Now, if a troublesome special exam were to tát take place again, the class probably
wouldn’t even need to tát discuss who the expulsion candidates would be. The
students with the lowest overall scores would be the ones in the hot seat.

Deep down, Airi, who was ranked at the very bottom together with Ike, probably
wasn’t very happy about that either.

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Part 2

With the introduction of the OAA phầm mềm still on everyone’s minds, the second
period began.

And yet, the class was probably more concerned that Chabashira would
officially start getting into ‘that’ now.

Unsurprisingly, this prediction had been spot-on.

“Now, I’ll give you guys an overview of the next special exam.”

With that, Chabashira broached the subject, almost as if she was starting off a
normal, everyday lesson.

“The first special exam you’ll be taking this year will incorporate new
experiences that you’ve never come across before, just lượt thích with the introduction
of the phầm mềm.”

Was this Tsukishiro’s doing, or was Nagumo the one behind it? Either way, the
school seemed to tát be going through some major changes.

“The bottom line is that the exam will take the khuông of a written test where you
second-years will be partnering up with the newly admitted first-years.”

“Partnered with… the first-years…?”

We had only rarely ever done something that skipped across the different school
years before.

There were exceptions to tát this such as the training camp, but the established trend
was for classes of the same year to tát compete against each other.

Had the barrier between school years been broken due to tát the introduction of the
OAA app?

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“This special exam will primarily focus on your test-taking and communication
skills.”

Test-taking skills and communication skills.

Two concepts that, at first glance, didn’t seem to tát have anything to tát vì thế with each
other.

“The importance of test-taking skills needs no further explanation. However,
before now, this school has never had any in-depth interaction between students
of different school years other than thở during things lượt thích athletics festivals or
training camps. Therefore, the school determined that your communication skills
have fallen by the wayside.”

“B-but we’ll still be competing with others in our own school year, right?
Something feels suspicious about this.”

The idea of getting heavily involved with the first-years seemed to tát make Ike a
bit frustrated.

“It’s not lượt thích I don’t understand where you’re coming from, but try and think
about it objectively for a second. In your first year after entering the workforce,
the people you come in tương tác with won’t be fresh graduates lượt thích you. Some
will be in their second year at the job, while others will be veterans touting trăng tròn or
30 years, and you’ll be competing with them all the same. Despite the huge gap
in experience, they very well might become rivals for you.”

“That’s… well, I guess I can imagine that.”

“While the world as a whole is slowly shifting over to tát a meritocracy, many
Japanese companies are still bound up in the concepts of seniority and lifetime
employment. For those of you who felt that it would be uncomfortable to tát interact
with your upper or underclassmen when you heard about this special exam, I
suggest that you reconsider. Put in a way that’s easy for you to tát understand, let’s
consider the concept of grade skipping. Grade skipping is a fairly commonplace
occurrence in other countries lượt thích America, Britain, and Germany. In those
countries, it isn’t all that rare for small, young children to tát study together with
high school or college students. Can any of you imagine or even accept the idea
of an elementary school student studying together with you here, in this
classroom?”

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At Chabashira’s inclination, the class began to tát visualize the scenario. A scenario
that they almost certainly weren’t able to tát comprehend. They must have felt that
it was strange or even impossible.

It’s true that there were hardly any cases of students skipping grade levels in
Japan. Although specific conditions had to tát be met, most people were probably
unaware that it was even possible. In nhật bản, the concept doesn’t really align with
the status quo where the education system is relatively linear. But, that doesn’t
necessarily mean that nhật bản wasn’t willing to tát consider the concept in and of
itself. For example, the White Room didn’t conform to tát this structure of
education, so sánh I could understand this fairly well.

However, I was certain that this wasn’t all there was to tát what Chabashira was
saying.

It wasn’t just about imitating what other countries are doing. It’s also essential
for nhật bản to tát adopt an education style suited to tát the Japanese climate. Chabashira
was most likely aware of this herself, but had no choice but to tát give this
explanation to tát us as instructed by the higher-ups.

“In the future, there will probably be more cases where you’ll compete against
the first and third-year students. However, this particular exam is about helping
you build cooperative relationships, so sánh vì thế well to tát keep that in mind.”

I found myself wondering if this was the reason why the special exam required
both test-taking and communication skills. Some students seemed to tát be unable to
wrap their heads around what the rules would be lượt thích, as they looked visibly
confused at this point.

“The easiest way to tát get all of you to tát understand would be to tát remind you of one
of the special exams you went through last year. You can think of this exam as
an improved version of the Paper Shuffle exam, where you were partnered up
from among your classmates.”

Paper Shuffle.

It was a special exam where we partnered up with a classmate and tackled a
written exam together.

Essentially, this meant that we’d be partnering up with one of the first-years this

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time instead of partnering up with a classmate.

Even though that seemed to tát be the only difference, it was quite a large one.

“You’re không tính tiền to tát partner up with anyone you want from the first-year students.
The testing period will last until the over of the month, which is about two weeks
from now. You’ll have plenty of time to tát both carefully choose your partner and
focus on your studies.”

With a special exam lượt thích this, it made sense why they had us install the OAA
app.

The first-years wouldn’t be familiar with the names and faces of the
upperclassmen.

And naturally, the second-years wouldn’t be familiar with the names and faces
of the underclassmen either.

During the Paper Shuffle exam last year, we were able to tát freely choose our
partners after coming up with some workarounds thanks to tát the fact that the
exam’s partnering system was handled from within the class.

In other words, students who weren’t very good at studying were able to tát just rely
on someone else to tát survive the exam. However, the exam this time around
would be different. Partnerships would be made on the premise that both sides
would be looking for excellent students to tát pair up with. Moreover, instead of
partnering up with our peers, we’d be partnering up with underclassmen we had
little to tát no relationship with. The circumstances we were facing now in our
second year were different from our first.

Above all else, it takes a fair amount of time to tát build up a trusting relationship
from scratch.

Without the phầm mềm, it would almost certainly be impossible to tát establish a
meaningful relationship in just two weeks’ time.

But thanks to tát OAA, some shortcuts could be taken since you could just match
someone’s face to tát their name in the phầm mềm.

Furthermore, since the phầm mềm also provides you with a rough idea of a prospective

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student’s academic abilities, it’d be easy to tát use it as a reference when making
your decision on who to tát partner up with.

“You’ll be tested on five subjects on the day of the exam. Each subject will be
worth 100 points, for a total of 500 points. Now for the most important part…
this time, you’ll be evaluated based on two different standards. The first being
your results as a class, and the second being your results as an individual.”

Chabashira tapped on the screen of the blackboard, bringing up the details for
the special exam that she had just talked about.

Class Rewards (Split Based on School Year):

The inter-class competition will be based on the average score of each class in
your school year. This will be derived from the combined scores of each person
in the class added together with their respective partners.

Each class will be rewarded with either 50, 30, 10, or 0 class points, based on
how their overall average score compares to tát the other classes in their school
year.

Individual Rewards:

You will be graded based on the combined score of you and your partner.

The top five pairings will each receive a special reward of 100,000 private
points.

The top 30% of pairings will each receive 10,000 private points.

In the sự kiện a pairing’s combined score fails to tát exceed 500 points, the second-
year student will be expelled from the school and the first-year student will not
receive any private points for the next three months, regardless of how many
class points they might have.

Additionally, any student judged to tát have deliberately marked questions

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incorrectly or otherwise found to tát have manipulated or lowered their scores will
be expelled regardless of their school year. Similarly, in the sự kiện a third các buổi tiệc nhỏ is
found to tát have forced a student to tát lower his or her score, said third các buổi tiệc nhỏ will be
expelled from the school as well.

“You should already be somewhat aware of this, but in this exam, the students
with high Academic Ability ratings will be sought after first.”

If OAA didn’t exist, nobody would’ve been able to tát find out the true abilities of
the other students. But now, with the advent of the phầm mềm, that information was
exposed for all to tát see. The lower your Academic Ability rating was, the harder
it’d be to tát find a partner.

In all likelihood, the students who seemed weaker academically would get left in
the dust.

Smart students would naturally join up with a smart partner and aim for the top
rewards. Academically insecure students would also seek out intelligent partners
in order to tát survive. The students with weak academic abilities would inevitably
partner up together and, in the over, probably fall below the 500 point baseline. In
which case, the harsh reality is that second-year students would then be expelled
from the school.

The second-year students understood how the school worked and had developed
lasting friendships with many of the people in their class.

Even if they didn’t go after the top rewards, they would probably still move to
help tư vấn their classmates.

The first-year students, however, hadn’t had the chance to tát get very close to tát their
class yet. As a result, the concept of somebody that they’re not very close friends
with having to tát go without private points for three months probably wouldn’t
seem lượt thích a very big giảm giá. It would be just lượt thích at the beginning of last year when
most of Class D was fine with abandoning Sudō… No, it would be even more
extreme than thở that.

“Partnerships will be formed once both sides agree to tát it, and you can finalize the
process by confirming it on the phầm mềm. You’re allowed to tát khuông your partnerships

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whenever you want after this, but once you’ve confirmed who you’re going to
pair up with, you won’t be allowed to tát change to tát someone else.”

With that being said, it would be difficult to tát make an immediate decision unless
your partner’s academic abilities were insanely high.

A careless decision could lead to tát regret later on.

The monitor on the blackboard updated, presenting us with information on
choosing partners.

Rules and Regulations for Choosing a Partner:

Once per day, you are allowed to tát send a partnership application to tát a prospective
student through OAA. (If the other các buổi tiệc nhỏ does not accept, the application will be
reset after 24 hours.)

If the other các buổi tiệc nhỏ accepts your application, the partnership will be finalized and
you won’t be allowed to tát cancel it thereafter.

※ The only exceptions being extenuating, unavoidable circumstances such as
expulsion or serious illness.

Once a partnership has been finalized, the information displayed on the OAA
app will be updated at 8:00 AM the next morning and no new applications to
either student will be accepted.

※ The details about who a person has chosen to tát partner up with won’t be listed
on their profile.

Due to tát these restrictions, one couldn’t just send out a large number of
applications at random. And, even if you sent an application to tát somebody, you
wouldn’t know if they ended up partnering up with another student on that same
day until 8:00 AM the next morning, meaning that it was possible for you to

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waste an application entirely.

To be fair, I don’t know if anyone would actually accept an application from a
student they didn’t know all that well anyway.

It’s possible that these rules were implemented to tát help obscure who partnered up
with whom. After all, if the information was updated as soon as a pair formed,
it’d be rather easy to tát analyze the overall strength of each class.

“Sensei! There’s no way that one of the first-years is gonna wanna pair up with
me! Is an idiot lượt thích mạ really supposta rely on communication skills in order to
get through this!?”

Ike’s lament was understandable.

Unless all of the good partner options were taken already, the probability that
somebody would actually want to tát pair up with someone with a poor Academic
Ability rating was very low.

Or at least, that’s how it should be as long as nothing shady happens.

“Don’t worry. It has been mix up so sánh that, no matter how many of you are unable
to find partners, nobody will be left without one. This is because, in the event
that you don’t pair up with somebody, a partner will be randomly selected for
you at 8:00 AM on the day of the exam.”

Upon hearing that there were protective measures in place, Ike breathed out a
sigh of relief.

“That being said, those who aren’t able to tát find themselves a partner before the
deadline shouldn’t expect the same level of treatment as those who vì thế.
Therefore, pairs formed past the deadline will be subject to tát a 5% penalty to tát their
overall score.”

Xem thêm: Hỏi đáp CSTC

This short reprieve lasted only a second, as the class collectively groaned the
moment Chabashira mentioned the penalty.

While you’d still be allowed to tát take the exam, you’d be put at a fairly painful
disadvantage.

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