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題名：國中讀前段班有差嗎？能力分班對學習成就影響的反事實分析
書刊名：教育研究集刊
作者：關秉寅 引用關係
作者(外文)：Kuan, Ping-yin
出版日期：2016
卷期：62:1
頁次：頁1-33
主題關鍵詞：交叉分類隨機效應；能力分班；傾向分數配對；臺灣教育長期追蹤資料庫；Cross-classification random effects model；Ability grouping；Propensity score matching；Taiwan education panel survey
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:0
  • 點閱點閱:64
本研究以「臺灣教育長期追蹤資料庫」國中樣本兩波資料，分析八、九年級讀前段班對九年級時學習成就的影響。本研究以就讀無能力分班措施學校且自認從無分班經驗者為對照組，分別與學校無能力分班、學校只有部分年級有分班，以及學校各年級均有分班措施等三類型學校內，自認於八及九年級與只有九年級讀前段班者相比較，以評估讀前段班是否影響九年級的學習成就。分析模型包括多層次線性、單層次傾向分數配對分析，以及結合單層次傾向分數配對與多層次交叉分類隨機效應模型等。研究發現，以單層次傾向分數分析或此方法結合多層次交叉分類隨機效應模型的結果觀之，只有就讀於部分年級有分班學校，且於八及九年級讀前段班或只於九年級讀前段班會對正面影響九年級學習成就。
The present research assesses the causal effects of being assigned to high-ability groups in junior high according to 9th graders’ academic achievement in Taiwan. Using data gathered by the Taiwan Education Panel Survey in 2001 and 2003, the sample is divided into three school types: schools with no ability grouping, schools grouping students only at certain grades, and schools grouping students in all grades. Within each school type, this research focuses on estimating the average treatment effect (ATE) by comparing separately the achievement of 9th graders who have self-identified to high-ability groups in both 8th and 9th grade, or in 9th grade only, to those having no tracking experience and enrolled in schools without ability grouping. The research uses multilevel linear modeling, single-level propensity score matching (PSM), and the combination of single-level PSM and cross-classified random effects model (CCREM) to estimate the ATE of being assigned to high-ability groups. According to the analysis of the model combining PSM and CCREM, the research finds that only students assigned to high-ability groups at schools which group students at certain grades have positive impacts on their 9th grade achievement.
期刊論文
1.Carbonaro, W.、Gamoran, A.(2002)。The production of achievement inequality in high school English。American Educational Research Journal，39，801-807。  new window
2.Hanushek, E. A.、Wößmann, L.(2006)。Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries。The Economic Journal，116，C63-C76。  new window
3.Van de Werfhorst, H. G.、Mijs, J. J. B.(2010)。Achievement inequality and the institutional structure of educational systems: A comparative perspective。Annual Review of Sociology，36(1)，407-428。  new window
4.Kulik, J. A.、Kulik, C.-L. C.(1982)。Effects of ability grouping on secondary school children; A meta-analysis of evaluation findings。American Educational Research Journal，19，415-428。  new window
5.Ayalon, Hanna、Gamoran, Adam(2000)。Stratification in Academic Secondary Programs and Educational Inequality in Israel and the United States。Comparative Education Review，44(1)，54-80。  new window
6.Kerchkoff, A. C.(1986)。Effects of ability grouping in British secondary schools。American Sociological Review，51(6)，842-858。  new window
7.林彥志(2006)。從學生學習權的角度談我國常態編班政策及展望。現代教育論壇，14，292-314。  延伸查詢new window
8.Broaded, C. Montgomery(1997)。The limits and possibilities of tracking: Some evidence from Taiwan。Sociology of Education，70(1)，36-53。  new window
9.Gamoran, A.(1992)。The variable effects of high school tracking。American Sociological Review，57(6)，812-828。  new window
10.Gamoran, A.、Berends, M.(1987)。The effects of stratification in secondary schools: Synthesis of research and ethnographic research。Review of Educational Research，57，415-435。  new window
11.Slavin, Robert E.(1990)。Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis。Review of Educational Research，60(3)，471-499。  new window
12.人本教育基金會(2002)。有教無類難，因材施教易。人本教育札記，161，16-19。  延伸查詢new window
13.謝小芩、楊挽北(2003)。「能力編班」長期追蹤調查--能力分班無法因材施教。人本教育札記，173，34-36。  延伸查詢new window
14.Abadie, A.(2005)。Semiparametric difference-in-difference estimators。Review of Economic Studies，72，1-19。  new window
15.Ansalone, G.(2010)。Tracking: Educational differentiation or defective strategy。Educational Research Quarterly，34(2)，3-17。  new window
16.Betts, J. R.、Shkolnik, J. L.(2000)。The effects of ability grouping on student achievement and resource allocation in secondary schools。Economics of Education Review，19，1-15。  new window
17.Hoffer, T. B.(1992)。Middle school ability grouping and student achievement in science and mathematics。Educational Evaluation and Policy Analysis，14，205-227。  new window
18.Huang, Min-Hsiung(2009)。Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis。Social Science Research，38(4)，781-791。  new window
19.Kelly, S.(2004)。Are teachers tracked? On what basis and with what consequences。Social Psychology of Education，7(1)，55-72。  new window
20.Kim, T.、Lee, J. H.、Lee, Y.(2008)。Mixing versus sorting in schooling: Evidence from the equalization policy in South Korea。Economics of Education Review，27(6)，697-711。  new window
21.Lucas, S. R.、Beresford, L.(2010)。Naming and classifying: Theory, evidence, and equity in education。Review of Research in Education，34(1)，25-84。  new window
22.Schofield, Janet Ward(2010)。International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools。Teachers College Record: The Voice of Scholarship in Education，112(5)，1492-1528。  new window
23.Slavin, R. E.(1987)。Ability grouping and achievement in elementary schools: A best-evidence synthesis。Review of Educational Research，57，293-336。  new window
24.Slavin, R. E.(1990)。Ability grouping in secondary schools: A response to Hallinan。Review of Educational Research，60，505-507。  new window
25.Thoemmes, F. J.、West, S. G.(2011)。The use of propensity score for nonrandomized designs with clustered data。Multivariate Behavioral Research，46(3)，514-543。  new window
26.VanderHart, P. G.(2006)。Why do some schools group by ability? Some evidence from the NAEP。American Journal of Economics and Sociology，65(2)，435-462。  new window
27.Heckman, James J.、Ichimura, Hidehiko、Todd, Petra E.(1997)。Matching as an Econometric Evaluation Estimator: Evidence from Evaluating a Job Training Programme。The Review of Economic Studies，64(4)，605-654。  new window
28.Gamoran, A.、Mare, Robert D.(1989)。Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?。American Journal of Sociology，94(5)，1146-1183。  new window
29.Hallinan, Maureen T.(1994)。Tracking: From Theory to Practice。Sociology of Education，67(2)，79-84。  new window
30.Rosenbaum, Paul R.、Rubin, Donald B.(1983)。The Central Role of the Propensity Score in Observational Studies for Causal Effects。Biometrika，70(1)，41-55。  new window
31.Alexander, K. L.、Cook, M. A.、McDill, E. L.(1978)。Curriculum Tracking and Educational Stratification: Some Further Evidence。American Sociological Review，43(1)，47-66。  new window
32.Heyns, B.(1974)。Social Selection and Stratification Within Schools。American Journal of Sociology，79(6)，1434-1451。  new window
33.Gamoran, A.(1993)。Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-quality Instruction to Low-ability Classes?。American Journal of Education，102(1)，1-23。  new window
34.Gamoran, A.(1987)。The Stratification of High School Learning Opportunities。Sociology of Education，60(3)，135-155。  new window
35.Figlio, D. N.、Page, M. E.(2002)。School choice and the distributional effects of ability tracking: Does separation increase inequality?。Journal of Urban Economics，51，497-514。  new window
36.Van Houtte, M(2004)。Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff。American Journal of Education，110(4)，354-388。  new window
37.Argys, L. M.、Rees, D. I.、Brewer, D. J.(1996)。Detracking America’s schools: equity at zero cost?。Journal of Policy Analysis and Management，15(4)，623-645。  new window
圖書
1.Kulik, J. A.(1992)。An analysis of the research on ability grouping: Historical and contemporary perspectives。Storrs, Connecticut：The National Research Center on the Gifted and Talented, University of Connecticut。  new window
2.Entwisle, Doris R.、Alexander, Karl L.、Olson, Linda Steffel(1997)。Children, School and Inequality。Boulder, CO：Westview Press。  new window
3.Allison, Paul D.(2009)。Fixed Effects Regression Models。Sage。  new window
4.Wooldridge, Jeffrey M.(2010)。Econometrics Analysis of Cross Section and Panel Data。Cambridge：The Massachusetts Institute of Technology。  new window
5.Kerckhoff, A. C.(1993)。Diverging pathways: Social structure and career deflections。New York：Cambridge：Cambridge University Press。  new window
6.Oakes, J.(1985)。Keeping track: how school structure inequality。NY：New Haven, CT：Yale University Press。  new window
7.楊孟麗、譚康榮、黃敏雄(2003)。台灣教育長期追蹤資料庫：心理計量報告：TEPS2001分析能力測驗。臺北：中央研究院調查研究專題中心學術調查研究資料庫。  延伸查詢new window
8.Galindo-Rueda, F.、Vignoles, A.(2005)。The heterogeneous effect of selection in secondary schools: Understanding the changing role of ability。London：Centre for the Economics of Education, London School of Economics and Political Science。  new window
9.Guo, S.、Fraser, M. W.(2015)。Propensity score analysis: Statistical methods and application。Los Angeles, CA：Sage。  new window
10.Loveless, T.(1999)。The tracking wars: State reform meets school policy。Washington, DC：Brookings Institution Press。  new window
11.Lucas, S. R.(1999)。Tracking inequality: Stratification and mobility in American schools。New York, NY：Teachers College Press。  new window
12.Morgan, S. L.、Winship, C.(2015)。Counterfactuals and causal analysis: Methods and principles for social research。Cambridge, MA：Harvard University Press。  new window
13.Rabe-Hesketh, S.、Skrondal, A.(2008)。Multilevel and longitudinal modeling using Siata。College Station, TX：Stata Press。  new window
其他
1.人本教育基金會(2002)。2002年國中違反狀況調査報告，http://hef.yam.org.tw/ research/08/08-03.doc。  延伸查詢new window
2.人本教育基金會(2003)。2003年各縣市升學編班狀況調查報告（台中縣市除外），http://hef.yam.org.tw/news/45.doc。  延伸查詢new window
3.張笠雲(2011)。台灣教育長期追蹤資料庫：資料使用手冊（2011.12.01版）、第一波 (2001 )國中學生問卷，http://survey.sinica.edu.tw/srda/teps/WlW2W3W4_JSF_ manual_20111201.pdf。  延伸查詢new window
4.Leuven, E.，Sianesi, B.(2012)。PSMATCH2: Stata module to perform full mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing，http://ideas.repec.Org/c/boc/bocode/s432001.html。  new window
圖書論文
1.Wang, Xialu、Sobel, Michael E.(2013)。New Perspectives on Causal Mediation Analysis。Handbook of Causal Analysis for Social Research。Dordrecht。  new window
2.Oakes, J.、Gamoran, A.、Page, R. N.(1992)。Curriculum Differentiation : Opportunities, Outcomes, and Meanings。Handbook of Research on Curriculum。New York：McMillan。  new window
3.Gamoran, A.(2004)。Classroom organization and instructional quality。Can unlike students learn together? Grade retention, tracking, and group。Greenwich, CT：Information Age。  new window
4.Gamoran, A.(2010)。Tracking and inequality: New directions for research and practice。The Routledge international handbook of the sociology of education。London：Routledge。  new window
5.Kubitschek, W.、Hallinan, M. T.(1996)。Race, gender, and inequality in track assignment。Research in sociology of education and socialization。Greenwich, CT：JAI Press。  new window
6.Kulik, J. A.(2004)。Grouping, tracking, and de-tracking: Conclusions from experimental, correlational, and ethnographical research。Can unlike students learn together? Grade retention, tracking, and grouping。Greenwich, CT：Information Age。  new window
7.Lee, V. E.、Bryk, A. S.、Smith, J. B.(1993)。The organization of effective secondary schools。Review of research in education。Washington, DC：American Education Research Association。  new window
8.Lucas, S. R.、Gamoran, A.(2002)。Tracking and the achievement gap。Bridging the achievement gap。Washington, DC：Brookings Institute Press。  new window
9.Mulkey, L. M.、Catsambis, S.、Steelman, L. C.、Hanes-Ramos, M.(2009)。Keeping track or getting offtrack: Issues in the tracking of students。International handbook of research on teachers and teaching。New York, NY：Springer Science + Business Media。  new window
 
 
 
 
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