本文介紹自2000年起啟動之「台灣教育長期追蹤資料庫」(簡稱TEPS)及至今仍在執行之「『台灣教育長期追蹤資料庫』後續調查:教育與勞力市場連結」(簡稱TEP S -B )的建置規劃、研究架構及抽樣設計。TEPS為具全國代表性之教育基礎研究資料庫，其目的是瞭解學校及家庭學習環境對中等學校學生學習成就、行為及身心健康的影響。TEPS於2001年起調查了全台灣地區國中一年級( 1988/1989年出生)及高中職五專二年級( 1984/1985年出生)各約二萬名學生，然後於2003年時針對同一調查對象在國中及高中職五專三年級時進行了追蹤調查。TEPS又從2005年調查了當時約二萬名高中職五專二年級學生，其中有約四千二百人為自2001年起於國中時期即接受TEPS調查的學生。TEPS於2007年再度追蹤調查此樣本。TEPS以學生為中心，也蒐集了其家長、老師與學校資料，故為一多面向、多層次的研究設計。TEPS-B於2009年起開始以電訪及面訪方式追蹤調查所有曾接受TEPS調查的學生樣本，其目的是瞭解這群年輕人後來就學及就業的情況。TEPS及TEPS-B已經相當程度的成功建置為目前台灣唯一具全國代表性、且可公共使用的教育基礎研究及研究學校教育及勞力市場連結的長期追蹤資料庫。

The paper gives an overview of the planning, research framework, and sampling design of Taiwan Education Panel Survey (TEPS) and its follow-up project, Taiwan Education Panel Survey and Beyond (TEPS-B). TEPS surveyed about twenty thou- sand senior high, vocational senior high, and vocational junior college students as well as about the same number of junior high students in 2001. A follow-up study was conducted in 2003. In 2005 and 2007, TEPS continued its follow-up studies of about 4,200 students selected from the aforementioned junior high student sample to gather information about their schooling experiences at senior high schools or vocational junior colleges. At the same time, TEPS also surveyed about 16,000 students who were class- mates of these 4,000 students. TEPS-B was initiated in 2009 with the aim of continuing follow-ups of these youngsters to collect information about their further development in education and participation in the labor market. TEPS-B expects to delineate the life-trajectories of these two cohorts born between 1984 and 1989 through the building of longitudinal data. The datasets will be an important research asset as well as a basis for the policy planning of educational and human resources.