會考成績對就近入學影響之研究：多層次分析的取向   免費試閱

A Study of the Influence of the Grade Received from the Comprehensive Assessment Program on Student Enrollment in Neighborhood Schools: A Multi-Level Analysis Approach

引導學生就近入學，為近年來臺灣高級中等教育的改革方向，也是十二年國民基本教育的重要內涵，相關影響因素值得探討。本研究旨在採用多層次分析的研究架構，探討個人層次與學校層次國中教育會考成績對於高級中等學校學生就近入學的影響，並檢驗其調節效果。研究資料為「臺灣後期中等教育長期追蹤資料庫」所釋出之104學年度高一及專一學生調查資料，有效樣本數於學生層次為6,009人，於學校層次為234所學校。本研究依序建構分析模型，並採用統計套裝軟體 Mplus 8.1版進行統計分析。研究結果如下：一、高級中等學校之入學平均會考成績對於就近入學會產生負向影響；二、對個別高級中等學校而言，學生之會考成績與就近入學具有正向關聯；三、高級中等學校之入學平均會考成績對學生會考成績與就近入學之關係產生負向調節效果；四、多層次的分析架構可更清楚區分不同層次會考成績對就近入學的影響。

Encouraging graduates from junior high schools to attend their neighborhood senior secondary schools has been the main education policy in Taiwan. Therefore, it is of great interest to investigate relevant factors that affect a student’s decision to enroll in a neighborhood school. Accordingly, in this study, we employed a multi-level analysis framework to explore the influence of the grade received from the Comprehensive Assessment Program for Junior High School Students (CAP grade) on a student’s inclination to enroll in the nearby senior secondary school from different levels, and to examine its moderation effect. This study used survey data released from the Taiwan Upper Secondary Education Database of 2015, as the target population was tenth-grade senior secondary school students. After excluding participants due to missing data and/or other exclusion criteria, the final sample consisted of 6,009 students attending 234 senior secondary schools. Using a two-level sequential model, Mplus 8.1 software was employed for the multi-level analysis. Our analysis results can be summarized, as follows: (1) A school’s average CAP grade had a negative influence on a student’s inclination to enroll in their neighborhood school. (2) For individual schools, a student’s CAP grade was positively related to his/her matching level to nearby enrollment. (3) The relationship between a student’s CAP grade and his/her matching level to nearby enrollment was negatively moderated by the school’s average CAP grade. (4) A multilevel framework can appropriately analyze the impact of the CAP grade from different levels on students’ enrollment in their neighborhood schools.