美國NCLB法案執行成效及其相關影響因素之研究

A Study on the U.S. No Child Left Behind Act Effects and Related Influential Factors

李宥璇(Yu-Hsuan Li)

指導教授 ： 翁興利

國立臺北大學/公共事務學院/公共行政暨政策學系/碩士(2010年)

摘要

本研究旨在探討美國NCLB法案實施至今是否有效改善美國公立中小學學生之學習成就，並且希望得出影響法案實行成效的可能解釋因素。為達上述研究目的，本研究以美國國家教育統計中心(NCES)辦理的國家教育進步評量(NAEP)，每年針對四、八年級閱讀及數學評量成績為研究變數，依據NAEP報告中呈現的白人、黑人、西班牙裔學生三類別，使用單因子變異數分析，來探討法案實施以來是否有確實提升美國學生的學業成就表現以及有效弭平種族間的學業成就差距。另一方面，依照NCLB法案目標選取出美國學生八年級的NAEP評量成績以及高中畢業率之關鍵指標為依變數代表法案實行成效，並根據NCLB法案相關計畫與方案、美國社會背景因素以及中小學教育財政結構三部份選取出十項自變數，使用多元迴歸分析，來探討變項間的影響程度及預測關係。最後，則依據文獻探討及研究結果分析歸納出三個面向，其中以NCLB法案成果面而言，歸納出幾點結論陳述如下：一、不同種族之間成就差距仍存在，但少數族裔學生學業進步情況顯著；二、美國學生數學能力已有明顯進步；三、「年度適當進步目標」課責系統有效提升學生學業成就；四、降低班級人數，有利學生學習；五、語言援助方案，提升少數族裔教育發展；六、社經地位等家庭背景，仍舊影響學生學業與未來發展。並針對研究結論提出建議如下：一、NCLB法案引入教育課責制其立意良善，惟應建立一致性課責系統確保教育品質改善且具競爭力；二、建立多樣化指標作為衡量學校辦學成效；三、應注意補助款流向，確保其使用在需要的學生身上；四、訂定弱勢族群學生之合理成就目標，以確實改善其教育不利現況；五、強化「早期閱讀第一」方案，以培養孩童閱讀能力；六、實施教育課責制前，確保聯邦補助與地方自有財源足夠。

關鍵字

美國NCLB法案 ； 執行成效 ； 影響因素

並列摘要

This study mainly discusses if the U.S. No Child Left Behind Act effectively improves academic achievement of American students. And we hope to figure out the possible factors influencing the effectiveness. In order to fulfill the study object, the study takes the National Assessment of Educational Progress publishing 4th and 8th grade assessment scores in reading and math as the dependent variable, and the NAEP report presented in white, black, Hispanic in three categories as an independent variable. The datum were analyzed and presented by One-Way ANOVA, hoping to investigate whether the implementation of NCLB Act does raise the academic performance of American students or eliminate the academic achievement gap between ethnicities.
On the other hand, the study applies multiple regression analysis to explore relationship and forecast between variables. The analysis selected National Assessment of Educational Progress published 8th grade assessment scores in reading and math and averaged freshman graduation rate as a dependent variable, and extracted 10 independent variables from the NCLB Act plans/ programs, the American social background factors and the U.S. elementary and secondary education finance structure.
Finally, according to the findings, conclusions of the study were listed as follows: 1. Academic achievement gap between different ethnicities still exist, but minority students have made a significant academic progress. 2. American students have made obvious progress in mathematics. 3. ”Adequate Yearly Progress” accountability system improves student achievement effectively. 4. Decreasing the number of student each class is conducive to upgrade students’ learning. 5. Bilingual education programs enhance educational development of minorities. 6. Students’ family social-economic status and backgrounds still influence their academic achievement and future development.
The following suggestions are set forth according to the conclusions stated above. 1. The education accountability system introduced by the NCLB Act is based on good conception, only if the accountability system’s consistency should be completely set up to ensure the improvement of education quality and competence. 2. Build up various indicators to evaluate education effectiveness. 3. Take care of the funds flow to ensure it falls on the students in need. 4. Set up reasonable accomplishment target for vulnerable groups of students to really remove their inferior educated status. 5. Strengthen “Read It First” program to bring up children’s reading ability. 6. Ensure enough federal funds and public financial resources before running the education accountability system.

並列關鍵字

No Child Left Behind Act ； Related Influential Factors

參考文獻

李文欽(2007)，《NCLB法案之課責系統在我國可行性之研究》，高雄師範大學教育學研究所。

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