中文部分
內政部（2015）。內 政 統 計 通 報104年第14週（我國15歲以上人口教育程度統計）。線上檢索日期：2015年5月19日。網址：http://sowf.moi.gov.tw/stat/week/week10414.doc
王佳蕙、許添明（2003）。原住民學童服務機制困境與整合式服務學校。彰化師大教育學報，4，167-192。
王政忠（2011）。老師，你會不會回來。臺北市：時報出版。
王政忠（2016）。我的草根翻轉MAPS教學法。臺北市：親子天下。
王增勇（2002）。從原鄉經驗看社會救助政策與原住民文化的相容性。中央社會文化學報，14，131-166。
何瑞珠（1999）。家長參與子女教育：文化資本與社會資本的闡釋。教育學報，27（1），233–261。
吳佳綺（譯）（2010）。G. R. Gibbs著。質性資料的分析（Analyzing Qualitative Data）。臺北縣永和市 : 韋伯文化國際。
宋曜廷、邱佳民 、張恬熒 、曾芬蘭（2011）。以國中基本學力測驗成績探討學習成就落差。教育政策論壇，14(1)，85-117。
李佩嬛、黃毅志（2011）。原漢族群、家庭背景與高中職入學考試基測成績、教育分流：以臺東縣為例。教育科學研究期刊，56（1），193-226。
林宜城（2011年2月17日）。林校長辦學想法【學校網頁文字資料】。網址：http://www.chps.ntct.edu.tw/ezfiles/2/1002/img/39/691211863.doc
林陳涌、任宗浩、李哲迪、林碧珍、張美玉、曹博勝、楊文金（2014）。國際數學與科學教育成就趨勢調查2011國家報告。臺北市：國立臺灣師範大學科學教育研究中心。
林曉欽（譯）（2013）。P. Sahlberg著。芬蘭教育這樣改（Finnish Lessons：What can the world learn from educational change in Finland？）。臺北市：商周出版。
柯華葳、詹益綾、丘嘉慧（2013）。PIRLS 2011報告─臺灣四年級學生閱讀素養。桃園縣：國立中央大學學習與教學研究所。
高淑清（2001）。在美華人留學生太太的生活世界：詮釋與反思。本土心理學研究，16， 225-285。
張宜君、林宗弘（2015）。臺灣的高等教育擴張與階級複製：混合效應維續的不平等。臺灣教育社會學研究，15（2），85-129。
教育部（2014）。國民小學及國民中學補救教學實施方案。網址：http://priori.moe.gov.tw/download/2014-2-5-10-15-30-nf1.pdf
教育部（2015a）。教育部 105 年度推動教育優先區計畫。網址：http://www.boe.chc.edu.tw/sub/education_02/upfile/undefine1508141453.pdf
教育部（2015b）。國民教育階段學生學習精進規劃情形報告投影片。行政院第3442次院會。線上檢索日期：2015年9月21日。網址：http://www.ey.gov.tw/Upload/RelFile/3179/723453/216738df-067d-4183-b784-3526087400a0.pdf
教育部（無日期）。教育部推動教育優先區計畫歷年執行經費。線上檢索日期：2015 年5月5日。網址：https://stats.moe.gov.tw/files/ebook/others/year16/T503.xls
許添明（2003）。教育財政制度新論。臺北市：高等教育出版社。
許添明、侯世昌、黃淑玲（2015）。教育優先區─成功專案計畫結案報告。教育部國教署委託專案。臺北市：國立臺灣師範大學教育研究與評鑑中心。
許添明、葉珍玲（2015）。城鄉學生學習落差現況、成因及政策建議。臺東大學教育學報，26（2），63-91。
許勝雄（1997）。法國之教育優先區。收錄於吳明清（專案主持人），教育優先區計畫之檢討與規劃研究。教育部委託專案。臺北市：國立台北師範學院國民教育研究所。
郭為藩（1971）。法國教育及其它。臺南：開山書店。
陳佩英、卯靜儒（2010）落實教育品質和平等的績效責任制：美國NCLB 法的挑戰與回應。當代教育研究，18（3），1-47。
陳建州、劉正（2001）。重探學校教育功能--家庭背景因素影響力變化之研究。台東師院學報，12（1），115-144.
陳淑麗、洪儷瑜（2011）。花東地區學生識字量的特性：偏遠小校—弱勢中的弱勢。教育心理學報，43（閱讀專刊）。
陳淑麗、曾世杰、洪儷瑜（2006）。原住民國語文低成就學童文化與經驗本位補救教學成效之研究。師大學報：教育類，51（2），147-171。
陳淑麗、曾世杰、張毓仁（2015）。國小二年級不同補救教學方案之實施與成效之比較：攜手計畫與永齡 希望小學。當代教育研究季刊，23（2），35-74。
曾世杰、陳淑麗（2014）。找方法，不找藉口的反敗為勝學校。載於陳淑麗、宣崇慧主編，帶好每一個學生：有效的補救教學（頁187-223）。台北：心理出版社。
曾世杰、陳淑麗、蔣汝梅（2013）。提升教育優先區國民小學一年級學生的讀寫能力－多層級教學介入模式之探究。特殊教育研究學刊，38（3），55 - 80。
湯維玲、蔡佩娟（2013）。一位國小校長推動攜手計畫補救教學之行動研究。課程與教學，16（1）， 69-92。
黃武雄（2010）。教改中的左與右。線上檢索日期：2016 年6月5 日。網址：https://dl.dropboxusercontent.com/u/16427145/%E6%95%99%E6%94%B9%E4%B8%AD%E7%9A%84%E5%B7%A6%E8%88%87%E5%8F%B3%28%E9%BB%83%E6%AD%A6%E9%9B%84-2010%29.pdf
黃武雄（2013）。學校在窗外（教改二十週年紀念版）。臺北市：左岸文化。
黃毅志、陳俊瑋（2011）。重探學科補習的階層化與效益：Wisconsin模型的延伸，師大教育研究集刊，54（1），117-149。
葉珍玲、許添明（2011）。法國教育優先區的實施及其借鑑。當代教育研究，19（2），81-118。
詹宜璋（2011）。原住民對族群社會福利的經驗認知與發展期待。台灣原住民族研究季刊，4（4），85-107。
甄曉蘭（2007）。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，53（3），1-35。
臺灣 PISA國家研究中心（2014）。臺灣PISA2012精簡報告。線上檢索日期：2015年6 月1 日。網址： http://pisa.nutn.edu.tw/download/data/TaiwanPISA2012ShortReport.PDF
鄭鈐華、吳昭容（2013）。與八年級課程同步實施的數學補救教學：成效與反思。臺東大學教育學報，24（2），1-31。
賴清標、彭富源、楊銀興、侯世昌（2003）。九年一貫課程改革的現況與成效評析。國民教育研究集刊，11，1-18。
藍郁平、何瑞珠（2013）。從PISA剖析家庭社會資本對學生基礎能力的影響。教育學報，41（1-2），65-83。
西文部分

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