臺灣自2000年起實施多元入學制度，企圖藉由篩選標準的多元化，使學校形成各育均衡發展的教育環境。然而，實施至今，仍存有許多爭議；學界對各種可能影響升學機會的因素，亦多有討論與檢視。本文試圖從Coleman的家庭社會資本觀點出發，檢驗並估計家庭社會資本對學生升上公立高中機會的影響效果。研究過程中先以臺灣教育長期追蹤資料庫（TEPS）的樣本進行分析；再進一步以深入訪談的方式，探究父母的實際參與在學生升學過程中所扮演的角色。研究結果顯示，家庭社會資本確實對學生經推薦甄試與聯考進入公立高中的機會有影響，特別是父母參與學校事務能為子女帶來更多有利的升學資源；其次，父母獲取相關升學資訊的方式，主要是與親戚朋友、同事、鄰居等有相關經驗或背景的人共同討論及意見交換而得之；第三，部分家長能藉由社會資本為子女安排較好的學習環境，甚至可能透過其人際網絡，為子女創造較有利的學習環境，或提供非正式的升學管道及機會。然而，這些人脈的運作在升學過程中的實際運作方式，限於資料取得不易而無法進一步的討論，有賴未來蒐集更多資料，以更深入且完整地理解社會資本與升學機會之間的關係。

Taiwan Government has proposed many educational reform programs these years. The multi-phased high school entrance program is severely criticized due to its controversial operational process. The purpose of this study is to estimate the effects (if any) of family social capital on the entrance opportunity of public senior high school. We use both quantitative data analysis and qualitative in-depth interview to examine the applicability of Coleman’s family social capital theory. On the one hand, the Taiwan Educational Panel Survey data are used. On the other hand, we interview four parents who have involved in their children’s school activities and experienced their children’s suffering process. Our results showed that parents can provide useful social resources for their children on the opportunity of entering public senior high school by way of participating children’s school affairs. In addition, the parent’s social capital can provide children with additional entrance opportunity and channel. However, the operation of social capital in the process of entering a higher school depends on research in the future to complete the discussion on the relationship between social capital and entrance opportunity.