學生認知能力、非認知能力及家庭社經背景的跨校分布：跨國、跨時期比較國中與高中階段的差別

Distribution of Student Cognitive and Non-Cognitive Abilities and Family Socioeconomic Status across Schools: Differences between Junior and Senior High Schools over Time and across Countries

筆者選擇九年級之後會進入高中階段的32個教育體制，分析國中即將畢業學生被篩選分發到不同高中學校的之前與之後，學生認知能力（學科表現）、非認知能力（社會情緒技能）及家庭社經地位的跨校分布。臺灣在學生家庭社經地位的校間差異上，高中與國中階段之間沒有顯著差別。也就是說，依升學考試成績入學的制度，相對於依戶籍所在學區入學的制度，並沒有提高家境不同臺灣學生同讀一校的機會。俄羅斯與克羅埃西亞的國中畢業生在升上高中之後，認知能力、家庭社經地位及非認知能力的校內同質程度都一致顯著提升，是相當獨特的現象。

In many countries, screening and sorting of students into different types of schools starts after the completion of nine-year compulsory education. Here, a total of 32 education systems are selected to examine the distribution of student cognitive and noncognitive abilities as well as family SES across schools, before and after the transition from lower to upper secondary schooling. In Taiwan, Russia, South Korea and four Chinese provinces/ municipalities, between-school differences in academic performance increase most markedly as students progress from lower to upper secondary schools. Russia and Croatia are very unique in that between-school differences in all three respects of student characteristics increase significantly as students transit from lower to upper secondary schools. In Taiwan, between-school differences in academic performance at the upper secondary level have decreased significantly since 2014. As to between-school differences in family SES, those at the lower secondary level are similar to those at the upper secondary level. This implies that the use of high-stakes examination for admission to different types and ranks of senior high schools, relative to mandatory school assignment based on household location and registration, does not increase the odds that Taiwanese students of different family SES to attend the same school. Taiwanese students with high social-emotional skills are widely distributed across schools, either at the lower or the upper secondary levels.