The Effect of Welfare Subsidies on the Learning Achievements of Elementary and Secondary School Students: Evaluation of the Different Effects of Economic Weakness and Special Status
Providing active assistance and interventions for disadvantaged children is one of the government’s major practices to achieve educational equality and social justice. In particular, welfare subsidies are given to assist children toward their successful education. However, the question lies in the effects of these subsidies as subsidy beneficiaries may not qualify as socially disadvantaged with the change of times. Therefore, it is necessary to re-examine the effects of these subsidies on educational equality. A questionnaire made by the researcher was used. The participants included fifth and eighth-grade students and their parents. Descriptive statistics and hierarchical regression were used to explore the effects of welfare subsidy on students learning and examine the effects of subsidy policies. The results show that students of families who received indigenous subsidies at secondary education have fewer educational resources, so that the performance of these children even remains significantly behind other non-beneficiary students. In addition, students from economically disadvantaged families who received subsidies at primary and secondary education have significantly less time to participate in subject tuition, resulting in their school performance lagging behind non beneficiary students. However, students from families who received government subsidies performed significantly better than those who did not.
|關鍵詞||軍公教、原住民族、經濟弱勢、福利補助、學習成就、government employees、indigenous peoples、economic weakness、welfare subsidy、achievement of learning|