本文應用James Coleman的社會資本理論，探討家長參與對於國中學生的在校表現與日後教育分流之影響，藉以釐清不同家庭背景的家長參與行為之模式與差異，以及家長參與學校教育背後的機制、過程與結果。分析的資料來源是「臺灣教育長期追蹤資料庫」，研究發現國中學生教育成就取得的過程具有「階級再製」的教育階層化現象，母親的教育地位愈高，帶動較多的家長彼此交流與互動，此時透過代間封閉性網絡的連結，將讓其子女取得較佳的學業評價與導師的肯定，如「綜合能力」與「導師評量」的評分。最後，也將導致這些學生有較高的機率進入學術分流。這個結果呈顯在臺灣社會裡，已經佔有優勢地位的家庭可以經由特定的家長參與行動讓其子女取得較高的教育成就。

This paper aims to apply James Coleman’s theory of social capital to an examination of the effect of parental involvement, viewed as a form of social capital, on the learning outcomes of junior high school students, and on their subsequent educational tracking in Taiwan. The data analyzed came from the Taiwan Education Panel Survey. The research findings showed that the educational attainment of the students exhibited the characteristics of “class reproduction” in educational stratification. The higher the mother’s level of education, the more frequently parents communicated with each other; hence, their children tended to attain better IRT scores and receive better teachers’ assessments. As a result, these students will have a higher chance of entering academic senior high schools. The results indicate that high status families have an advantage, through active parental involvement, which enables them to maintain or increase the competitiveness of their children in educational achievement.