國家教育研究院

　　教育公平是人類的基本人權，也是公義社會所追求的目標，提供所有國民有公平接受教育的機會，是當今政府責無旁貸的基本任務。而為達到教育公平的目標，檢視教育公平現況的研究，乃就有其必要性。本研究以Adams的理論為基礎，發展檢視學校教育公平現況的架構和途徑，就檢視的架構而言，包括學校本身內部的比較，和與其他學校的比較；從檢視的途徑來看，就是可透過主觀的感覺加以評定。檢視內容為張志明和吳家瑩（2011）所發展出我國國民小學教育公平指標。

　　研究結果發現，在指標的權重方面，在社會結構輸入面向：著重在學校的基本運作經費和學生的基本學習資源，至於特色或是其他活動，相對而言較不具重要性。個別差異在背景面向：「家長對孩子教養的態度」相對最為重要，「開始學習國字和英文的年齡」其相對重要性最低。「教師工作負擔程度」、「合格教師率及教師流動率」相對重要性高。而研究發現主要教育不公平之處有：基本維修和採購經費不足、教師工作負擔過重、政府的專案補助標準僵化、中大型以上學校家庭資本的配置失當。

　　Education equity is primary human rights, the pursuit of the goal of a righteous society, providing equitable educational opportunities to all nationals, is the basic task of the government duty-bound today. In order to achieve the goal of educational equity, it is necessary to audit the current situation of the education equity. In this study, based on Adams' theory, the approaches to audit elementary schools' educational equity include a comparison of the school itself and a comparison with other schools, and the current situation is assessed through a subjective judge.

　　The findings of this study include the index weights and the elementary schools' inequity. First, the social structure in the input-oriented: focus on basic learning resources for basic operating funds and students in the school are the most important thing in schools, and the characteristics or other activities are relatively less important. Individual differences in background oriented: The attitude of parents on child rearing is relatively the most important, and age to start learning Chinese characters and English is the lowest relative importance. The workload of teachers has the highest weight, as same as the relative importance of the rate of qualified teachers and teacher turnover. The study found that primary educational inequity include lack of basic maintenance and procurement funding, teachers' workload is too heavy, rigid government project subsidies, in large schools of family capital misallocation.
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