國中能力分班與學生數學成就的關係
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2010
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分班爭議並沒有隨著2004年《國民教育法第12條》、2008年《國民小學及國民中學常態編班及分組學習準則》終止，反而在報章媒體不斷地揭露下，發現分班情形依然存在，到底分班是否能提昇學生的數學成就表現？對進入好班學生有效？對進入中後段班學生有效？哪種程度的學生能從分班中獲得最多好處？
本研究企圖回答上述四個問題，並從反事實（counterfactuals）的研究想像，利用傾向分數配對（propensity score matching, PSM），搭配事後分層的方式，討論分班的效果。以相較於沒有分班，進入前段班、中後段班對學生數學成就表現的影響，最後分析哪種程度的學生能最大化分班效益。
資料來源為臺灣教育長期追蹤資料庫(TEPS)第一波（2001）國一學生與家長問卷、第二波（2003）國三學生與家長問卷，依變項為國三學生IRT3-P的數學分析能力，並轉換成100分的模式以有助解釋，自變項為二三年級待在好班與沒分班、三年都在中後段班與沒分班，並利用學生的個人特質、家庭背景、之前的班級情形、學校因素作為控制變項。
研究結果發現學生二三年級在好班、相較於沒有分班，能增加5分；學生三年都在中後段班，則是會損失2分。分班如果以學生一年級的數學表現為標準，越不可能進到好班的學生、以及中等程度的學生受益最大，能增加6-12分。
Tracking is a crucial and controversial issue and has been investigated frequently in past researches. Most of the researches focused on the impact of tracking on student performance. However, findings about tracking are inconclusive due to research design and the quality of the data. Because real experiment is almost impossible, it is hard to determine the impact of tracking. Fortunately, with the latest development in the method for statistical analysis, we use propensity score to tell the difference between the treated and untreated groups (i.e. tracking and de-tracking) Latest finding shows that the effect of tracking varies by national contexts. Tracking has positive impact on student performance in countries with high-stake testing, such as South Korea, Israel and Taiwan. It would be informative to examine the impact of tracking using Taiwan’s case. In sum, the research questions to be addressed are as follows: 1. What is the impact of tracking on the match achievement of junior high school students in Taiwan? 2. Who benefits most from tracking and de-tracking? 3. What suggestions can we make regarding the practice of tracking? The data is obtained from Taiwan Education Panel Survey (TEPS). The data used for the analysis was collected from national representative sample of junior high school students. They were surveyed in 7th grade and then again in 9th grade. For the outcome variable, math scores in the 7th and 9th grade were used for investigation. As to the analytical method, propensity score matching method was used to determine the differences between the treated and untreated group. In order to analyze tracking effects, this article investigates the causal effects of tracking on students’ 9th of math performance within a counterfactual framework. With counterfactual framework, we are able to overcome some of the biases traditional survey data and analytical method would cause. Our findings indicate that students who were assigned to high-track classes increase 5 points compared to students who attended school with no tracking. Students who were assigned to middle/low-track classes would decrease 2 points, comparing with students who attended school with no tracking. Consequently, tracking has a positive impact on students’ grades. The people who benefit most from tracking are those who could not have gone to high-ability groups. For those students with high ability in math, staying in high ability class or not does not make a lot of differences. Reflections on current tracking practices are discussed.
Tracking is a crucial and controversial issue and has been investigated frequently in past researches. Most of the researches focused on the impact of tracking on student performance. However, findings about tracking are inconclusive due to research design and the quality of the data. Because real experiment is almost impossible, it is hard to determine the impact of tracking. Fortunately, with the latest development in the method for statistical analysis, we use propensity score to tell the difference between the treated and untreated groups (i.e. tracking and de-tracking) Latest finding shows that the effect of tracking varies by national contexts. Tracking has positive impact on student performance in countries with high-stake testing, such as South Korea, Israel and Taiwan. It would be informative to examine the impact of tracking using Taiwan’s case. In sum, the research questions to be addressed are as follows: 1. What is the impact of tracking on the match achievement of junior high school students in Taiwan? 2. Who benefits most from tracking and de-tracking? 3. What suggestions can we make regarding the practice of tracking? The data is obtained from Taiwan Education Panel Survey (TEPS). The data used for the analysis was collected from national representative sample of junior high school students. They were surveyed in 7th grade and then again in 9th grade. For the outcome variable, math scores in the 7th and 9th grade were used for investigation. As to the analytical method, propensity score matching method was used to determine the differences between the treated and untreated group. In order to analyze tracking effects, this article investigates the causal effects of tracking on students’ 9th of math performance within a counterfactual framework. With counterfactual framework, we are able to overcome some of the biases traditional survey data and analytical method would cause. Our findings indicate that students who were assigned to high-track classes increase 5 points compared to students who attended school with no tracking. Students who were assigned to middle/low-track classes would decrease 2 points, comparing with students who attended school with no tracking. Consequently, tracking has a positive impact on students’ grades. The people who benefit most from tracking are those who could not have gone to high-ability groups. For those students with high ability in math, staying in high ability class or not does not make a lot of differences. Reflections on current tracking practices are discussed.
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能力分班, 好班, 中後段班, 傾向分數配對, 臺灣教育長期追蹤資料庫, tracking, high-track classes, middle/low-track classes, PSM, TEPS