教育機會均等與教育公平理想的實現，是所有自由民主社會所共同追求的鵠的，不過，隨著我國M型社會的不斷加劇，優勢階級與弱勢階級之間所能享有的教育資源與教育機會的差距卻愈來愈顯擴大；原本應以「促進社會階層代間流動」為職志的學校教育，也在一波波「國際化」、「市場化」與「績效責任」的主流教育論述中，喪失了教育改革中為弱勢教育發聲的發言權，在近十年來淪落為新自由主義思潮下教育市場化的附庸與代言人。本研究之主要目的在於瞭解弱勢教育公平之相關理論與研究現況，並進一步建構我國弱勢教育公平指標。為達成上述的研究目的，本研究根據國內外弱勢教育相關研究，包括歐盟（EU）、經濟合作暨發展組織（OECD）、美國國家教育統計中心（NCES）等國際弱勢教育指標文獻資料，再結合攜手計畫、教育優先區、夜光天使等國內相關教育研究與政策，進行文獻分析，結果形成弱勢教育公平指標問卷初稿，經由三次德懷術的問卷諮詢，最後，將我國弱勢教育公平指標依據CIPP模式分為四大層次：一、脈絡層次：分為經濟弱勢、文化弱勢、學校教育弱勢、家庭弱勢與個別弱勢等五大面向加以分析；二、輸入層次：分為經濟輸入、社會資源輸入、學校教育輸入、教師素質輸入與學生個別輸入等五大面向加以分析；三、過程層次：分為弱勢教育政策、弱勢學校教育與弱勢學生及學習適應等面向加以分析；四、結果／輸出層次：分為弱勢學生升學、弱勢學生就業、弱勢學生社會流動與社會對公平的覺知等四大面向加以分析。希望藉由上述弱勢教育公平指標的建構，可以提供我國政府在進行相關弱勢教育政策的參考。

Equality of educational opportunity and social justice have been regarded as the major goals that modern and liberal societies need to accomplish. Along with the development of global economy, the divide between to-have and to-have-not widens in the large scale. According to the origins of education, the schooling should play a role to promote the possibility of social upward mobility. However, the global trends of internationalization, marketization, and accountability dominate the field of education in the last three decades, and the discourse of neo-liberalism preoccupies the main points of educational changes. To figure the issues related the educational equity especially focusing on the disadvantaged students, the principal investigator analyzes the theories and practices from EU, OECD, NCES, and other educational policies, research articles, and books related to disadvantaged students in Taiwan. Moreover, the author conducts three times Delphi questionnaire data collection processes to clarify the meaning of equity indicators for disadvantaged students. The findings could be interpreted into four sections which include context, input, process, and product (CIPP). In the level of context, the indicators could be understood via economical disadvantaged, cultural disadvantaged, schooling disadvantaged, family disadvantaged and individual disadvantaged. In the level of input, they could be outlined by economic input, social resources input, schooling input, teacher input, and student input. In the level of process, they could be interpreted by educational policies for the disadvantaged, schooling for the disadvantaged, and learning adoption for the disadvantaged. In the level of output/outcome, they are included by access for the disadvantaged, employability for the disadvantaged, social mobility for the disadvantaged and social awareness on social justice. Finally, the paper concluded some reflections and suggestions to the research and educational policies on the disadvantaged student and schooling.