為了避免升學考試過度引導教學並促進學生的均衡學習，臺灣的高中招生入學歷經改革。改革是否降低學生的學科表現並削弱教育機會的均等，備受關注。在2014年之後，高中入學考試從常模參照改成標準參照，大幅減少計分的區別性。並且，至少在形式上，考試成績不再是錄取高中學校的唯一標準。本研究透過趨勢分析發現，在2014年以後，國中數學表現優異的學生，比例明顯下降，但數年後卻又明顯好轉。家庭社經地位對學生學科成績的影響並沒有隨著改革而增加。

Senior high school admissions in Taiwan have been reformed to avoid an excessive focus on academic competence and preparation for national high-stakes tests. In response, concerns have been raised over whether more holistic assessments of student performance for school admissions would dampen academic competence and erode equality in educational opportunities. In the present study, trend analysis and a longitudinal investigation revealed a significant decline in the proportion of high-achieving students in secondary school mathematics after 2014, when test performance ceased to be the sole criterion for high school admission, and when the high school admissions test changed from being norm referenced to criterion referenced. Although the policy reforms introduced in 2014 led to a decline in mathematics performance at first, a significant upturn followed soon thereafter. The effect of family socioeconomic status on student academic performance has not increased as school admission policies have changed over time.