國家教育研究院

　　本研究旨在運用第一年所建構之國民中學教育公平指標來探究當前國民中學教育公平實施之現況，研究採取文件分析法、問卷調查法、Gini係數以及勞倫茲（Lorenz）曲線，問卷調查對象為全國國民中學（不包括國民中小學）。研究結果發現：
一、國民中學學生數與學校數之分布情形以五都（台北市、新北市、台中市、台南市、高雄市）佔大部分，外島的連江縣與金門縣最少。
二、國民中學教育經費佔教育總支出每一學生分擔，有逐漸下降之趨勢。
三、國民中學教育資源，在硬體資源（體育館/活動中心、游泳池、圖書冊數）之分配仍以五都佔大部分，在軟體資源部份，其中師生比以台南市、嘉義市、彰化縣和屏東縣最高；每班學生人數以嘉義市及新北市最高；教師學歷已獲得碩士學位比率以連江縣、台東縣和台北市較高。其中，教育資源（學校數、體育館／活動中心、游泳池、圖書冊數）與學生數分布情形，其Gini係數界於0.113至0.194，屬高度均等。
四、對於身心障礙、家境清寒、特殊境遇學生之入學與教育以及相關補償措施（經費補助、補償課程、補救教學等），部分學校呈現力有未逮之現況，尚無法全面落實，值得政府與相關部門之關注。
五、在相關法令之制定上，大部分學校均認為應制定各教育階層擔負國民中學教育階段責任以及校園霸凌之相關法令。
六、少數學校尚無法落實常態編班政策。至於分組學習、補救教學、補償課程、規劃多元文化課程以及友善校園等實施情形則尚可。
七、課程、教學、評量與師生關係之建立上，少數學校尚無法提升師生互動品質，落實多元評量與課程教材之規劃，並輔導學生適性發展做好生涯規劃。
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　　This study aimed to use the educational equity indicators of junior high school constructed during the first year to explore the current status of implementation in junior high schools. Document analysis, questionnaire survey, Gini coefficient and Lorenz curve are used in this study. The preliminary findings are as follows:
(1)In terms of the distribution of students and schools, the five municipalities(Taipei, New Taipei, Taichung, Tainan and Kaohsiung) account for a major percentage, while the offshore islands, Matsu and Kinmen County, account for the least.
(2)The percentage of junior high school education's expenditure in the total educational expenditure and the educational expenditure per student show a declining tendency.
(3)In terms of the distribution of educational sources, the five municipalities still account for the largest percentage of hardware resources (sports or activity center, swimming pool, library book number). As for the software resources, the student-teacher ratio is the highest in Tainan City, Chiayi City, Changhua County and Pingtung County; the class size is the largest in the new Taipei City and Chiayi City; the ratio of teachers holding master's degrees is higher in Matsu, Taitung County and Taipei City. The distribution of educational sources of student in Junior High School. The Gini coefficient is between 0.113 and 0.194, It is a high degree of equalization.
(4)The enrollment and the related compensation measures (financial support, compensation programs, remedial education) for those students who are disabled, from poor or special situation families are not yet fully implemented.
(5)Most schools agree to make laws to regulate the responsibilities of different educational levels as well as against school bullying.
(6) Few schools are still unable to implement the policy of normal class grouping. Group learning, remedial teaching, compensation courses, multicultural curriculum, friendly campus can still.
(7)As for curriculum, teaching, assessment and teacher-student relationship, few schools are still unable to improve the quality of teacher-student interaction, to implement multiple assessments and course material design, and to offer counseling for students regarding adaptive development and career planning.