學校品質與父母資源的投入對學生教育成就產出的生產技術長久
以來一直是教育政策的核心議題。 本文主要使用2001–2003年的
大學聯招考生成績檔, 研究高中應屆考生教育生產函數中各種投入
的相對重要性及其成效。 本文採取附加價值的設定方式, 以學生大
學學測成績做為其前期的教育結果,同時並使用各高中的師生比衡
量學校的財務資源、各高中應屆考生大學學測的平均成績衡量學校
聲譽的投入、 補習費用衡量父母財務資源的投注, 且估計各投入對
學生大學指定科目考試成績的影響。 實證結果顯示在學生平均能力
較高的學校, 師生比的增加對學生所有指定科目考試的成績除了生
物成績之外皆具有加值效果。 父母財務資源的投入則主要影響學生
指定科目考試文學社會相關學科的成績。

A key element of the policy discussion surrounding schools has been the
effectiveness of additional resources in raising student achievement. This
study uses the 2001–2003 Taiwanese Joint College Entrance Examination
(JCEE) files to estimate a value-added production function for achievement
by high school students. We use the score on a compentency test as a stu-
dent’s lagged test score and use teacher-student ratios to measure school ex-
penditure, the average score on the competency test within schools to mea-
sure school rankings and cram schooling expenditure to measure parental fi-
nancial resources. The empirical results suggest that for the most prestigious
schools higher school expenditure (higher teacher-student ratios) raises the
standardized JCEE scores of high school graduates. Moreover, the estimates
show that an increase in parental financial resources increases the standard-
ized scores on Chinese, English and History.