台灣傳統的高中職與大學升學機制是以聯招考試為主，而現階段台灣升學機制─多元入學方案是為了要解決傳統聯招之諸多弊病所孕育而生，主要採用「考招分離」的方式，期盼藉由多元入學方案讓學校教學正常化，提供學生多元適性、公平開放的教育環境，然而多元入學方案的公平性與客觀性亦令人感到質疑。究竟多元入學方案提供我們的是如同過去社會大眾信服的教育可以促進社會流動與機會公平？抑或是讓教育成為社會階級再製的工具？多元入學方案是否真的可以根除傳統聯考所產生的積弊？該如何維持升學考試所應具有的公平正義原則？有鑑於上述諸多問題，為了更加深入了解我國升學機制的沿革、形成背景與運作情形，本文首先探究我國升學機制之沿革，其次從多元入學方案的精神理念與實施背景作深入探討，接下來從教育社會學的角度評析台灣的升學機制，最後歸納出本文的結論。

Traditionally, the primary educational selection mechanism in Taiwan is the Joint Entrance Examination. The current the educational selection mechanism, the Multiple Entrance Program, is implemented as resolution to problems derived from traditional entrance examination. It adopts the system of separating examination and recurring students, with the hope that this program would lead to teaching normalization in schools and provide students with a plural, adaptive, fair, and open learning environment. However, the equality and objectivity of Multiple Entrance Program is questioned. Is the educational condition resulting from the Multiple Entrance Program still considered being able to promote social mobility and fair chance？With the questions presented above, and in order to understand more about the history, background, and implementation of the Educational Selection Mechanism, this study explores the history of native educational Selection Mechanism. And finally, this study analyzes the Educational Selection Mechanism from the Educational Sociology perspective and reach to the conclusion.