National Academy for Educational Research

　　本研究欲探索新移民子女與本土子女學習差異，研究第一年已完成TASA資料的分析，所使用的資料為2007年至2010年四年級、六年級、八年級與高中職二年級的實徵數據，由於TASA為全國的隨機抽樣，所得之樣本的分佈幾乎是涵蓋全臺灣的各縣市，目前國小部分新移民子女的樣本數較多，然而，未來隨著時間的遞移，族群的探索應是有往國高中或大學階段研究之趨勢；另一方面，其族群來源多以母親來自中國大陸或東南亞地區所生子女為主。結果顯示，本土子女表現比新移民子女的整體學習表現為佳，但屬小至中等程度，此外，在針對不同國籍學生於國語文、數學等領域表現進行分析時，就母親來自中國大陸（含港澳）者而言，本土子女的學習表現較新移民子女來得佳，但隨著年級的增加則差距越來越小，甚且有逆轉的趨勢；但就母親來自東南亞者而言，顯示本土子女於國語文、數學領域，確是來得較東南亞地區之子女為佳，尤其是小學階段差距最大。

　　研究第二年則使用系統性文獻回顧與後設分析策略，以探討本土與新移民子女學習表現的差異情況，使用國內資料庫進行檢索後，就59篇文獻進行訊息編碼及後設分析。分析結果顯示，和研究第一年使用TASA資料庫所得的結果相當符合。本土子女的整體學習表現較新移民子女來得佳，其學習表現差異平均效果量是屬小至中等程度，此外，隨年齡增長，差異有隨之微幅下降的趨勢。

　　This study explored the differences in academic achievement between Taiwanese school children(reference group) whose parents are both Taiwanese and Taiwanese school children with one non-Taiwanese parent(focal group). We usually called the school children with one-Taiwanese parents as new immigrant student. Many small scale studies have suggested that children of foreign mothers are at an educational disadvantage, but few large scale studies has been conducted to date. In order to cross validated the results of this study, two components were conducted over two years. Empirical data analysis is followed by a meta-analysis. In the first phase, data from the Taiwan Assessment of Student Achievement (TASA), a standardized, national achievement test which measures academic progress in grades four, six, eight and 11 was used to compare the respective academic achievement of the target and focal groups. The TASA scores used in the present study constitute nationwide, randomly sampled data representative of both the urban and rural Taiwanese population over a period of four years (2007-2010). The results show that the reference group consistently outperformed the focal group, showing small to medium effect sizes, which indicates a relationship between the immigrant status of mothers and academic performance of the children. Additionally, the home countries of the mothers is associated with intergroup differences, wherein children of mothers from Mainland China (including HongKong and Macau), will exhibit better academic performance than children of mothers from southeast Asian countries. As the focal group children spent more time in the Taiwanese education system, between-group differences decreased.

　　The second phase used meta-analysis to explore the academic difference between focal and reference groups. A total of 59 studies were coded and incorporated into the analysis. The results are converged with the results from phase one. The overall performance of reference group members is better than focal group members, and the effect size is small to median. In addition, the meta-analysis corroborated the phase one finding of decrease in differences with the increase of ages.