我國於103年正式施行12年國民基本教育，是我國教育史上的重要里程碑，然12年國民基本教育並非只是9年義務教育的延長而已，更在甄選考試上的重大變革，並涉及國中學生所必須面對的第一次高中職教育分流，其影響深遠且重大。本研究主要探討十二年國民基本教育學生的學業成就及教育分流，本研究採問卷調查法，母群體為臺中市102學年度國三學生，亦即是十二年國教開始施行的第一屆學生，並抽樣391位學生為研究對象，施以「12年國教滿意度問卷」，以102學年度會考成績作為學業成就分析，並追蹤其就讀之高中職學校，探討教育分流的現況，其研究結果如下：一、國三學生對於12年國民基本教育政策的滿意度屬於中下程度，且家庭背景越佳、學業成就越高越不滿意，二、家庭背景因素顯著影響國中學生學業成就。三、家長期望與自我期許與學業成就有中高度的正相關。四、家庭背景愈佳之學生愈傾向就讀較高分流的公立高中，反之，家庭背景愈差之學生愈傾向就讀低分流的私立高職五、樣本學生有44%參加課外補習，有補習的學生之學業成就顯著高於沒有補習的學生。

The aim of this study is to explore the effects of academic achievement and education tracking after 12-year Compulsory Education had been implemented. The questionnaire was designed to collect opinions from ninth grade junior high school students. The population of this study were the ninth grade (102 school year) junior high school students in Taichung City. 391 students were sampled from three schools. This study analyzes the academic achievement of “Comprehensive Assessment Program for Junior High School in 102 school year” and keep following their actual education tracking. Findings of this study were expressed as follows: 1. The satisfaction degree of 12-year compulsory education was middle low, The better backgrounds the higher academic achievement and the more dissatisfaction in 12-year compulsory education policy. 2. Factors of family background were significantly affected the junior high school students’ academic achievement. 3. There were middle high positive correlation among parents’ expectation, self-expectations and academic achievement. 4. The better family background of students, the higher tendency they attend public high schools. Instead, the poor family background of students, the higher tendency they attend private vocation high school. 5. 44% sample students took extra lessons after school in this study, and the study founded that their academic achievement were significantly higher than the students who were not attend extra lessons after school.