臺灣地區高中多元入學與教育機會的關聯性之實徵研究

Abstract

許多人批評高中多元入學使得高社經背景者在升學機會上占盡優勢，不符合機會的公平性，而建議回復聯考，但是聯考真的較不受社經背景影響，而較符合教育機會均等嗎？這仍需實徵資料來佐證。本研究以全國性大樣本資料「臺灣教育長期追蹤資料庫」（TEPS）做分析的結果顯示：相較於低社經背景的學生，高社經背景的學生在多元入學中的確占了優勢；他們有較多機會透過聯考入公立高中，與直升私立名校，而且高中成績較佳。低社經背景的學生在聯考與直升中都居劣勢，他們較多以申請或登記分發進入私立高中，成績較差，不過透過推甄進入公立高中的機會，並不低於高社經背景的學生。值得關注的是直升入學，家庭收入較高的學生，直升學費昂貴的私立名校來幫助其往後的升學，教育機會受社經背景的影響最明顯。而聯考也以高社經背景的學生占優勢，故回復聯考很可能仍難以降低教育機會不均等。

Many people criticize students from rich family get much benefit of multiple entrance program and the educational opportunity is unequal so that some people suggest to return to the joint entrance examination. Nonetheless, is it true that the joint entrance examination is less influenced by social economic background and more accord with the equality of educational opportunity? It needs empirical data to evidence. This study analyzes the national samples from “Taiwan Education Panel Survey (TEPS)” and the results are stated as follows: Students with higher social economic backgrounds have more opportunities to enter public and famous private senior high school in multiple entrance program than the lower ones. They have more opportunities to enter public senior high schools through the joint entrance examination and enter private famous senior high schools through the direct entry, and their grades in senior high school are better. Students with lower social economic backgrounds have few opportunities in those two ways, and many of them enter private senior high schools by application or admission and their grades in senior high school are lower, but the opportunity of entering public senior high schools through recommendation and screening is no less than students with higher social economic background. The direct entry is the most unequal way. Students from rich family can directly enter private expensive high schools that are beneficial to enter high-level college in the future. Therefore, the students with higher social economic backgrounds have more opportunities for the joint entrance examination, so return to the joint entrance examination may not probably reduce the inequality of educational opportunity.