政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/51639
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51726093      Online Users : 641
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/51639


    Title: 綜合高中分流政策對學生學習成就的影響
    Effects of comprehensive high school policy on students’ achievement: evidence from taiwan education panel survey
    Authors: 李敦義
    Lee, Duen Yi
    Contributors: 余民寧
    Yu, Min Ning
    李敦義
    Lee, Duen Yi
    Keywords: 分流
    綜合高中
    教育階層化
    反事實
    傾向分數配對法
    tracking
    comprehensive high school
    educational stratification
    counterfactuals
    propensity score matching
    Date: 2009
    Issue Date: 2011-10-11 17:05:03 (UTC+8)
    Abstract: 我國自1996年起開始試辦綜合高中，迄今已有十餘年。試辦綜合高中的目的在於促使我國後期中等教育能在高中、高職之外，提供另一條不同的選擇進路，俾使學生得以適性發展，學得多方面的知識，達到適性教育的目標。過去國內關於綜合高中分流政策的研究，大都集中在探討綜合高中的辦學績效和實施困難，而非該政策對學生學習成就的影響之探討。有鑑於此，本研究進一步探討：（1）哪些因素會影響國中畢業生選擇就讀普通高中和綜合高中學術導向組；（2）就讀綜合高中的學生，其學生學習成就是否優於就讀一般高中或高職；（3）綜合高中的課程分流政策是否能減少教育階層化的產生。
    原始資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公開使用版中的第一波到第四波國中追蹤樣本資料，並使用傾向分數配對法（Propensity Score Matching）探討上述三個研究目的。研究結果發現：(1)控制其它相關因素之後，過去學習成就和家庭社經背景愈佳者，愈有可能就讀普通高中及綜合高中學術導向組；(2)在學生學習成就表現上，就讀綜合高中的學生並不比就讀一般高中或高職的學生來得好；(3)綜合高中分流政策和制度性分流一樣，都會產生教育階層化現象。最後，本研究說明本研究結果對綜合高中分流政策的意涵，及提出研究建議供後續研究之用。
    Since 1996, Taiwan government launched the policy of Comprehensive High School (CHS) to relax the traditional system of curriculum tracking at the level of the senior secondary education. A number of studies and on-site evaluation reports on CHS have been made. So far, these studies and reports focused on exploring the performance of comprehensive high schools and difficulties in implementation of the policy. No evaluation of the impacts of the CHS policy on student achievement has yet been done. The purpose of this study is to examine the effects of the CHS policy on students’ achievement in the upper secondary education in Taiwan. This study attempts to answer the following research questions: (1) What factors influence junior-high school graduates’ decision on attending general high schools, and the academic track in comprehensive high schools? (2) Do students enrolling in comprehensive high schools perform better academically than those enrolling in general or vocational high schools? (3) Do curriculum tracking in comprehensive high schools enhance or reduce inequality in educational achievement?
    Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of propensity score matching (PSM) to estimate the average treatment effect of CHS policy on student achievement. All results of PSM analysis indicate that (1) all else being equal, students with higher prior student achievement and better socio-economic backgrounds have more opportunities to enroll in an academic track, including senior high schools and the academic track in comprehensive high schools, than those with lower level of prior achievement or socio-economic backgrounds; (2) for those enrolled in comprehensive high schools, there is virtually no gain in student achievement from the CHS policy; and (3) tracking in comprehensive high schools produce inequality in educational achievement, which is similar to tracking between general and vocational high schools.
    Finally, the present study discusses the implications of the CHS policy and suggests directions for future research.
    Reference: 王廣亞、林騰蛟（1999）。分流教育與人才培育的探討。中等教育，49，18-27。
    四一○教育改造聯盟（1996）。民間教育改造藍圖：朝向社會正義的結構性變革。臺北：時報出版。
    吳清山、林天祐（1999）。教育名詞─分流教育。教育資料與研究，8，85。
    李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-47。
    李然堯（1998）。美英綜合中學之研究及其對我國實施綜合高中之啟示。國立台灣師範大學工業教育研究所博士論文，未出版，臺北市。
    李隆盛（1998）。忠實與創制—綜合高中的課程規劃與設計。國立編譯館通訊，11（3），8-13。
    李隆盛、張良德、賴志樫、林坤誼（2006）。發展綜合高中績效指標之研究。教育政策論壇，9（1），98-115。
    技職司（2003）。綜合高中之檢討改進與未來發展。臺北市：教育部。
    林大森（1996）。中等教育分流體制與社會地位取得。東吳大學社會學研究所碩士論文，未出版，臺北市。
    林大森（1999）。台灣地區家庭背景對中等教育分流的影響：「高中／高職」與「公立／私立」差異的探討。東吳社會學報，8，35-77。
    林大森（2001）。家庭教育資源對教育分流、教育取得之影響。政大社會學報，31，45-75。
    林大森（2002）。高中／高職的公立／私立分流對地位取得之影響。教育與心理研究，25，35-62。
    林文瑛、王震武（1996）。分流教育的社會效果分析。臺北市：行政院教育改革審議委員會教改叢刊AB10。
    林本炫（2006）。我國高級中等教育結構轉型的社會學分析。載於周平、蔡宏政（主編），臺灣教育問題的批判與反省，（頁303-322）。嘉義：南華大學教育社會學研究所。
    林永豐（2006）。我國後期中等教育分流模式之探討。當代教育研究，15（2），1-34。
    林俊瑩、黃毅志（2008）。影響臺灣地區學生學業成就的可能機制：結構方程模式的探究。臺灣教育社會學研究，8（1），45-88。
    馬信行（1998）。臺灣鄉鎮市區社會地位指標之建立。教育與心理研究，21，37-84。
    《高級中學法》。中華民國八十八年七月十四日總統（88）華總一義字第 8800159880 號令修正發布。
    孫清山、黃毅志（1996）。補習教育、文化資本與教育取得。台灣社會學刊，19， 95-139。
    秦夢群（1998）。教育行政：實務部份。臺北市：五南。
    郭文祿（1996）。高職轉型綜合高中問題之研究。國立臺灣師範大學工業教育學系碩士論文，未出版，臺北市。
    教改會（1996）。教育改革總諮議報告書。臺北市：作者。
    教育部（1994）。第七次全國教育會議實錄。臺北市：作者。
    教育部（2002）。二○○一年教育改革之檢討與改進會議實錄。臺北市：作者。
    教育部（2009a）。中華民國教育統計。臺北市：作者。
    教育部（2009b）。教育部補助辦理綜合高中課程作業規定。2010年8月13日，取自http://page.phsh.tyc.edu.tw/com/law/law_08.htm。
    教育部（2010a）。99年國中畢業生多元進路宣導手冊。臺北市：作者。
    教育部（2010b）。綜合高中資訊網。2010年8月13日，取自http://page.phsh.tyc.edu.tw/com/index_1.htm。
    陳怡靖（2001）。臺灣地區高中／技職分流與教育機會不均等性之變遷。師大教育研究集刊，47，253-282。
    張苙雲（2008）。台灣教育長期追蹤資料庫：第一波(2001)、第二波(2003)、第三波(2005)、第四波(2007)資料使用手冊【公共使用版電子檔】。中央研究院調查研究專題中心【管理、釋出單位】。
    章英華、薛承泰、黃毅志（1996）。教育分流與社會經濟地位：兼論對技職教育改革的政策意涵。臺北市：行政院教育改革審議委員會教改論叢AB09。
    陳清溪（2007）。綜合高中實施成效與展望。研習資訊，24（3），103-112。
    曾國鴻、何榮亮、陳沅、楊宏仁、鄭金謀（2004）：以教師觀點探究綜合高中的問題及其解決策略。教育研究資訊，12（6），8-111。
    黃毅志（1998）。教育階層、教育擴充與經濟發展。國立政治大學社會學報，2 8 期，25-55。
    莊耿惠（2001）。綜合高中實施現況之分析。國立政治大學教育研究所碩士論文，未出版，臺北市。
    楊瑩（1988）。臺灣地區教育擴展過程中，不同家庭背景子女受教機會差異之研究，國立臺灣師範大學教育研究所博士學位論文，未出版，臺北市。
    謝小芩（1987）。能力分層─以北市國中為例。中央研究院民族學研究集刊，64，205-252。
    謝小芩、張晉芬與黃淑玲（1995）。技職教育政策與職業學校的運作。教改通訊，12，38-40。
    蔡建勳、江沛潔（2000）。從官方統計資料檢視台灣原住民教育。教育與社會研究，創刊號，117-135。
    蔡淑鈴（2004）。高等教育的擴展對教育機會分配的影響。臺灣社會學，7，47-88。
    蔡瑞明、林大森（2000）。教育與勞力市場的連結：以台灣教育分流為例。載於劉兆佳（主編），市場、階級與政治：變遷中的華人社會（頁143-190）。香港：香港中文大學。
    蔡銘津（2006）。我國高中職教育的問題探討與未來走向。研習資訊，23，69-104。
    潘慧玲、徐昊杲、黃馨慧、張志偉（2003）。第四屆綜合高中評鑑之實施。教育研究資訊，11（3），133-156。
    劉寶貴（1995）。試辦綜合高中之檢討。技術及職業教育雙月刊，28，18-23。
    《職業學校法》。中華民國九十二年一月十五日總統華總一義字第 09200005450 號令修正公布。
    魏燕貞（2009）。臺灣地區綜合高中未來發展趨勢之探討。稻江學報，4（1），165-178。
    薛承泰（1996）。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。台灣社會學刊，20，49-84。
    羅文基（2002）。我國高中職轉型綜合高中課程發展之研究。載於潘慧玲（編），教育改革的未來（頁105-122）。臺北市：高等教育。
    Adams, D. K. (1988). Extending the educational planning discourse: Conceptual and paradigmatic explorations. Comparative Education Review, 32, 400-415.
    Ansalone, G..(2003). Poverty, tracking, and the social construction of failure: International perspectives on tracking. Journal of Children & Poverty, 9 (1), 3-20.
    Angrist, J.D., Imbens, G.. W., & & Rubin, D. B.（1996）.Identification of Causal Effects Using Instrumental Variables. Journal of the American Statistical Association, 91, 444-472.
    Argys, L. M., Rees, D. I., & Brewer, D. J. (1996). Detracking America’s schools: Equity at zero cost? Journal of Policy Analysis and Management, 15(4), 623-645.
    Ayalon, H., & Gamoran, A. (2000). Stratification in academic secondary programs and educational inequality in Israel and the United States. Comparative Education Review, 44(1), 54-80.
    Ayalon, H., & Shavit, Y. (2004). Educational reforms and inequalities in Israel: The MMI hypothesis revisited. Sociology of Education, 77(2), 103-120.
    Blake, J. (1985). Number of siblings and education mobility. American Sociological Review, 50, 84-94.
    Blake, J. (1986). Number of siblings, family background and the process of education attainment. Sociological Biology, 33, 5-21.
    Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: John Wiely.
    Brint, S. (2006). Schools and societies. Stanford: Stanford University Press.
    Brunello, G.., & Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22(52), 781-861.
    Caliendo, M., & Kopeinig, S. (2008). Some practical guidance for the implementation of propensity score matching. Journal of Economic Surveys, 22(1), 31-72.
    Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology , 94, s95-120.
    Coleman, J. S. & Hoffer, T. B. (1987). Public and private high schools: The impact of communities. New York: Basic Books.
    Downey, D. B. (1995). When bigger is not better: Family size, parental resources, and children’s educational performance. American Sociological Review, 60, 746-761.
    Gamoran, A., & Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology, 94, 1146-1183.
    Gamoran, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 812-828.
    Guo, S., & Fraser, M. W. (2010). Propensity score analysis: Statistical methods and applications. Thousand Oaks, CA: Sage.
    Hallinan, M. T. (1984). Summary and implications. In P. L. Peterson, L. C. Wilkinson & M. T. Hallinan (Eds.), The social context of instruction (pp. 229-240). Orlando, Fla.: Academic.
    Hallinan, M. T. (1991). School differences in tracking structures and track assignments. Journal of Research on Adolescence, 1, 251-275.
    Hallinan, M. T. (1994). Tracking: From theory to practice. Sociology of Education, 67(2), 79-84.
    Harding, D. J. (2003). Counterfactual models of neighborhood effects: The effect neighborhood poverty on dropping out and teenage pregnancy. American Journal of Sociology, 109, 676-719.
    Hauser, R. M., Tsai, S-L., & Sewell, W. H. (1983). A model of social stratification with response error in social and psychological variables. Sociology of Education, 56, 20-46.
    Heckman, J. J. (1978). Dummy endogenous variables in a simultaneous equations system. Econometric, 46, 931-960.
    Heckman, J. J. (1979). Sample selection bias as a specification error. Econometric, 47, 153-161.
    Heckman, J., & Robb, R. (1985). Alternative methods for evaluating the impact of interventions. In J. J. Heckman & B. S. Singer (Eds.), Longitudinal analysis of labor market data (pp.156-246). Cambridge: Cambridge University Press.
    Heckman, J., & Robb. R. (1986). Alternative methods for solving the problem of selection bias in evaluating the impact of treatments on outcomes. In H. Wainer (Ed.), Drawing inference from self selected samples (pp. 63-107). New York: Spring-Verlag.
    Heckman, J. J., Ichimura, H., & Todd, P. E. (1997). Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme. Review of Economic Studies, 64, 605-654.
    Heckman, J. J., Ichimura, H., & Todd, P. E.(1998). Matching as an econometric evaluation estimator. Review of Economic Studies, 65, 261-294.
    Heyns, B. (1974). Social selection and stratification within schools. American Journal of Sociology, 79, 1434-1451.
    Ho, D. E., Imai, K., King, G., & Stuart, E. A. (2007). Matching as nonparametric preprocessing for reducing model dependence in parametric causal inference. Political Analysis, 15, 199-236.
    Hoffer, T. B. (2008). Perspectives on private schools. In M. Berends, M. G.. Springer, D. Ballou & H. J. Walberg (Eds.), Handbook of research on school choice (pp. 429-446). New York: Routledge.
    Hout, M. (2004). Maximally maintained inequality revisited: Irish educational mobility in comparative perspective. Working papers of Survey Research Center (SRC), Berkeley: University of California.
    Hox, J.(2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erbaum.
    Kirk, R. E. (1993). Confounded factorial design. In L. K. Edwards (Ed.), Applied analysis of variance in behavior science (pp. 197-253). New York: Marcel Dekker.
    Lareau, A. (2002). Invisible inequality: Social class and child reading in black families and white families. American Sociological Review, 67, 747-776.
    Lee, V. E., & Bryk, A. (1988). Curriculum tracking as mediating the social distribution of high school achievement. Sociology of Education, 62, 78-94.
    Lee, V. E., & Bryk, A. (1989). A multilevel model of the social distribution of educational achievement. Sociology of Education, 62, 172–192.
    Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6), 1642-1690.
    Maddala, G. S. (1983). Limited-dependent and qualitative variables in econometrics. Cambridge, UK: Cambridge University Press.
    Mare, R. D. (1980). Social background and school continuation decisions. Journal of the American Statistical Association, 75(370), 295-305.
    Marks, H. M. (2008). Perspectives on Cathloic schools. In M. Berends, M. G.. Springer, D. Ballou & H. J. Walberg. (Eds.), Handbook of research on school choice (pp.479-499). New York: Routledge.
    Morgan, S. L. & Harding, D. J.(2006). Matching estimators of causal effects prospects and pitfalls in theory and practice. Sociological Methods and Research, 35(1), 3-60.
    Morgan, S. L., & Winship, C. (2007). Counterfactuals and causal analysis: Methods and principles for social research. Cambridge: Harvard University Press.
    Müller, W., & Shavit, Y. (1998). The institutional embeddedness of the stratification process: A comparative study of qualifications and occupations in thirteen countries. In Y. Shavit & W. Müller (Eds.), From school to work: A comparative study of educational qualification and occupational destinations (pp.1-48). Oxford: Clarendon Press.
    Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press.
    Oakes, J. (1987). Tracking in secondary schools: A contextual perspective. Educational Psychologist, 22(2), 129-153.
    Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 570-608). New York: Macmillan.
    Oakes, J., & Lipton, M. (1994). Tracking and ability grouping: A structural barrier to access and achievement. In J. I. Goodlad & P. Keating (Eds.), Access to knowledge (pp. 187-204). New York: College Entrance Examination Board.
    Raftery, A. E., & Hout, M. (1993). Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75. Sociology of Education 66(1), 41-62.
    Raywid, M. A. (1985). Family choice arrangement in public schools: A review of the literature. Review of Education research, 55(4), 435-467.
    Raudenbush, S. W. (1997). Statistical analysis and optimal design for cluster randomized trials. Psychological Methods, 2, 173-185.
    Rehberg, R. A., & Rosenthal, E. M. (1978). Class and merit in the American high school. New York: Longman.
    Rosenbaum, J. E. (1980). Track misperceptions and frustrated college plans: An analysis of the effects of tracks and track perceptions in the national longitudinal study. Sociology of Education, 53, 74-88.
    Rosenbaum, J. E. (1984). The social organization of instructional groups. In P. L. Peterson, L. C. Wilkerson & M. T. Hallinan (Eds.), The social context of instruction (pp.53-68). Orlando, FL: Academic Press.
    Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70, 41–55.
    Rosenbaum, P. R., & Rubin, D. B. (1984). Reducing bias in observational studies using subclassification on the propensity score. Journal of the American Statistical Association, 79, 516-524.
    Rosenbaum, P., & Rubin, D. (1985a). Constructing a control group using multivariate matched sampling methods the incorporate the propensity. American Statistican, 39, 33-38.
    Rosenbaum, P., & Rubin, D. (1985b). The bias due to incomplete matching. Biometrics, 41, 103-116.
    Rubin, D. (1973). Matching to remove bias in observational studies. Biometrics, 29, 159-183.
    Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in Sociology of Education and Socialization, 1, 59-101.
    Shavit, Y., & Blossfeld, H-P. (1993). Persistent inequality: Changing educational attainment in thirteen countries. Boulder, Colo.: Westview Press.
    Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336.
    Sørensen, A. B. (1970). Organizational differentiation of students and educational opportunity. Sociology of Education, 43(Fall), 355-376.
    Sørensen, A. B. (1987). The organizational differentiation of students in schools as an opportunity structure. In M. T. Hallinan (Ed.), The social organization of schools: New conceptualizations of the learning process (pp. 103-129). New York: Plenum.
    Vanfossen, B. E., Jones, J. D., & Spade, J. Z. (1987). Curriculum tracking and status maintenance. Sociology of Education, 60(April), 104-122.
    Winship, C., & Morgan, S. L. (1999). The estimation of causal effects from observational data. Annual Review of Sociology, 25, 659-707.
    Winship, C., & Sobel, M. (2004). Causal inference in sociological studies. In M. Hardy (Ed.), The handbook of data analysis (pp. 481-503). Thousand Oaks, CA: Sage.
    Description: 博士
    國立政治大學
    教育研究所
    90152509
    98
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0901525091
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File SizeFormat
    52509103.pdf1681KbAdobe PDF21663View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback