1. English mark is the must:
The eligibility criteria for the scholarship demands pass in english with no less than 50/55 marks. Also in calculating the percentage or grade point, English mark is must . With its status prioritized and position ascertained, I don't understand how and why they came with such pitiable decision at its height.
2. One cannot gauge students' performance in paper II from paper I's:
Paper I is more of individuals profiency in English language, where as paper II; more of subject understanding, analytical and comprehension skills from classroom teaching and learning processes based on prescribed syllabus. An intelligent and hard working student can do well in both papers, which many are not gifted with. An intelligent student may excel in paper I, hardworking and dedicated one may in paper II. In any assumptions, we cannot guarantee everyone possess both qualities (hard work and intelligence) while it cannot be exception that all don't possess neither of it.
It will be a blessing in disguise to those students who did well in paper I, but will it be fair and justifiable to those who did well in paper II, if ever the authority is to stick on their decision?
3. Current batch's performance cannot be based on statistics of past batches performance:
We can use data's for comparisons, but cannot let it decide the fate of one another. If past years performance can reason current students ability, either or many of the factors taken into consideration should/must be constant. Unless it is the case of same teacher teaching same books to same group of students year after year under same conditions that are detrimental to such conclusions, the generalization of current students' performance from past years is not at all rational and acceptable.
Scientists experiment drugs on rats prior to labelling it as human medicine owing to its genetic/function similarities to us, whether it will give or take away its life? It's a gamble.
If so, why be concerned about quality of education? Consider those ideal conditions and ignore the odds.
4. Punish the perpetrator (s), not the innocents:
Why someone's evil act has to decide the fate of thousands? Seive out those wrongdoers and act onto those responsible and spare those innocents. Why punish those innocents for the act they has no role at all.
PASSING IN CLASS XII IS NOT ONLY A MILESTONE OF ITS KIND, BUT A ESSENTIAL FACTOR IN DECIDING AND SHAPING ONES FUTURE.
P.S. Reasonable or not reasonable, it's nothing more than my opinion.