十二年國教之目標是否能達成，高中職優質化計畫是重要關鍵。其中，師資與教學更是優質化計畫中的核心。為探討教師品質與教學實踐對學業成就成長的影響，本研究參考過程—結果模式，運用「台灣教育長期追蹤資料庫」（TEPS）資料，以多層次成長曲線模型進行分析。研究發現如下：一、經驗豐富的教師與較多的作業量對學業成長有正面影響。講述式教學法對分析能力成長有負面影響，對數學成就成長無顯著影響；二、教師經驗與教學實踐能解釋不同社經背景學生間分析能力成長差距。文末依研究結果提出具體建議，做為高中質優質化政策與未來研究的參考。

School Actualization Program (SAP) was the key factor in achieving the goals of twelve-year compulsory education. In the program, high-quality teachers and teaching played an important role. In order to investigate the effects of teacher quality and instructional practices on students’ academic achievement growth, this study took the process-product model into account and used the multi-level growth curve model to analyze the data obtained from the Taiwan Education Panel Survey (TEPS). The results are as follows. First, experienced teachers and larger quantities of homework have positive effects on students’ academic achievement growth. Didactic instruction method has negative effects on the growth of analytic ability, but it has no significant effect on the growth of mathematics achievement. Second, the difference in the analytic ability growth of students of different socioeconomic status can be explained by teacher’s quality and instructional practices. Finally, based on the findings, this study proposed some suggestions and references to decision makers in the SAP and future research.