先前陳怡靖、鄭燿男（2000）的研究發現，出身背景好的人之所以有較高的教育年數，是因其社會資本、財務資本、文化資本較高所致。此發現為背景因素對教育年數的影響找到重要解釋。本研究進一步分析這三個資本對於國中後的升學情況（包括是否升學、升學後讀高中或是技職）是否也具有解釋力。結果發現，背景變項對國中後繼續升學的機率有影響，但對升學後讀高中或技職則影響不大。而背景因素對升學機率的影響，是透社會資本、財資本的中介作用所致，Coleman的社會資本論及財務資本論得到進一步證實。至於文化資本，本研究發其對國中後的升學機率影響並不顯著，Bourdieu文化資本論的適用性是值得再探討的問題。 本研究結果進一步證明：無論背景因素或是中介變項，都是對國中後的升學機率有影響，至於升學後是讀高中或技職則影響大都不顯著。另外，先前陳鄭研究透過分析各年代背景變項對於國中以上教育年數的迴歸係數β值的變化，而發現臺灣地區民眾受國中以上教育年數的教育機會不平等性是隨年代的加增而先升後降。本研究進一步分析各年代的整體國中後升學機率，分別為74%，69%，86%，以第二組年代的升學機率最接近50%，教育機會也最不均；而根據邏輯迴歸係數β值的分析結果，發現臺灣地區民眾教育資源分配之不平等性並沒有明顯一致的變化趨勢，前述受教育年數的機會不平等性之變遷，並非受教育資源分配不平等性的影響，而主要是受到整體升學不同的鉅視結構影響，在升學率最接近50%時，受教育年數的教育機會最不均等。

A study by Chen Yi-gean and Cheng Jan-nan reveals that students from wealthy families enjoy more years of education due to better social capital, financial capital, and cultural capital. The results of the study offer an important explanation for the effect of background factors on number of years of education. Therefore, the aim of the study is to explore further relation ships between the three forms of capital and the opportunity of entering a higher school (including entering a higher school or not and attending a senior high school or vocational school). The results show that background variables have a stronger effect on the rate of entering a higher school than the effect on attending a senior high school or vocational school. Through the intervening function of social capital and financial capital, background factors can effect the rate of entering a higher school. According to Coleman’s social capitalism and financial capitalism, the study can be confirmed. The study also founds that cultural capital has little effect on entering a higher school, but it has a strong effect on the number of years of education after junior high school. The adaptation of Bourdieu’s cultural capitalism can be further explored. The research also shows that opportunities of entering a higher school will be largely influenced by background factors or four intervening variables which have little effect on entering a senior high school or vocational school. Through the analysis of the change in the influence of background variables on the regression beta B of years of education, the inequality of educational opportunities in Taiwan, with the annual increase, will rise in the beginning and fall at the end. Another result of the study is that the total rate of entering a higher school in 74 percent, 69 percent, and 86 percent. For educational opportunities, the second group is most inequal when the rate of entering a higher school increases up by 50 percent. Through the analysis of logical regression beta B, the change in the inequality of opportunities of years of education in Taiwan is mainly influenced by various sharp structures of a total rate of entering a higher school, and not by the inequality of educational resources. When the rate of entering a higher school is nearly 50 percent, the opportunity of years of education is most inequal.