National Academy for Educational Research

　　「教育公平」向為我國高等教育政策所關注之焦點，為能實現教育機會均等之理念及發揮教育促進社會階層流動之正向功能，我國政府針對大學入學制度採行若干優惠政策，希望可以藉此扶助更多弱勢學生進入大學就讀；然而，相關研究亦顯示，此等大學入學優惠政策卻也存在部分檢討聲浪。就此，本研究擬依弱勢成因初步將弱勢學生界定為地域、經濟及原住民（族）等三種類別，並採取文件分析、專家訪談、問卷調查、觀察（教學現場）等研究方法，以針對當前上述三種弱勢學生之大學入學優惠政策的相關法制規範及政策成效進行分析。此外，本研究將進一步瞭解高中教學現場對於弱勢學生升學環節所採取的具體協助措施，除藉以確認教學現場相關措施對於促進弱勢學生順利升學的可能效益，並試圖釐清針對不同弱勢類別之政策介入及輔助措施的妥適幅度，進而據此整合相關研究資料及分析結果，提出政策、制度及對教學現場之建議。

　　“Educational Equity” is always the focus of the higher educational policies development in Taiwan. In order to practice the concept of equality of education opportunity and to promote education plays a positive function in social mobility, government has taken various types of university preferential admission policies, hoping to help more disadvantaged students to enter universities. However, it still has different voice about the current university preferential admission policies in related researches. This study will focus on reginal, economical disadvantaged students and aboriginal students. The research methods include: document analysis, expert consultation, questionnaire and on-site visit. Except policy analysis, this study will dig into the high school teaching scene to find out what specific actions that high schools had taken to assist disadvantaged students to acquire the admission to universities and thereby confirm the potential benefits those actions might give to disadvantaged students in social mobility. Finally, this study will sum up and analyze all of the results collect from related researches and bring out integrated policy recommendations.