學校效能研究係由單一議題發展成多元因素，進而發展出動態模式，以解釋教育變革中學校效能的動態及複雜特質。學校效能研究注重理論的發展，而方法學的進展可促進理論的發展。因此，本文首先回顧學校效能研究發展過程中分析實證研究方法演變歷程，進而討論方法議題，最後，以階層線性模式進行學校效能監控的案例分析，分析學校區域對學校效能的影響。此外，未來學校效能應採動態研究以釐清不同因素的影響，並探究直接、間接、同層級、不同層級因素間的因果關係，更要分析長期效能的動態變化原因，以規劃學校發展的整體策略。

School Effectiveness Research (SER) evolved from focusing on a single issue, namely, schools matters, into a more sophisticated area. The development of the dynamic model of e ectiveness reveals the complex and essentially dynamic nature of educational effectiveness and change. The theoretical development of SER asked for as well as promoted methodological advances, and the further development of SER theory is thus facilitated by various methodological and technical advances. This paper first presents the technical advances and methodological issues after reviewing the development of SER. The case estimated by hierarchical linear modelling (HLM) in the following section demonstrates the variances of different levels. Thus, we conclude that future studies are encourged to examine the the effects in a dynamic perspective and search for the direct or indirect effects, clarify the relations between factors at either the same or different level. Finally, comprehensive strategies for school development will eventually emerge from the longitudinal, dynamic methodological advance.