臺灣教育在過去的20年裡經歷極大變化，每次的改革運動都引發社會上廣泛的討論，從以前的九年一貫課程到今年引發軒然大波的十二年國民基本教育，都是鮮明的例子。20年教改影響範圍之大、影響人數之多，已經可以把教改稱作是臺灣社會的全民運動，而不同的媒體在這段期間也透過各種方式來呈現不同的教改樣貌，甚至對教育進行體檢。以平面媒體為例，《天下》、《遠見》、《商業周刊》等知名刊物，都曾在不同階段對臺灣教育現狀進行探討。而《親子天下》的縣市教育力更儼然成為一種具有指標性意義的參照。本文將先就縣市教育力做為一個概念或是指標的相關議題進行討論，其次將以新北市為例，探討在2012年排名下滑後採用哪些作法使新北市能在2014年又往前大幅邁進。然而，即便只依照《親子天下》的區分方式，教育力涵蓋數個不同層面。以2014年的評比為例，就有「政府投入與領導者滿意度」、「閱讀力」、「教學力」與「公平與多元力」等四大面向。囿於篇幅限制，本文將聚焦於《親子天下》內的「教學力」一項，因為教學力是最直接影響學生學習力的一個面向，並進一步探討過去兩年新北市所採取之策略、實際作為及其所面臨之挑戰。

Taiwan education experienced a period of having drastic changes in the system in the past 20 years. When new initiatives announced, it often caused debates among the public. The Grade One to Nine Integrated Curriculum and the Twelve-Year Basic Education are two signifi cant examples. It is argued that the education reform has become a nation-wide movement because of its broad scope and profound impact on the society. Meanwhile, media apply various means to represent the education reform movement. Take the print media as an example: CommonWealth, Global View Monthly and Business Weekly investigate and examine Taiwan education at different period of education reform. The bi-annual indicator of education power for individual city/county in Taiwan published in Parenting magazine has been viewed as a trustworthy reference. This paper aims at, fi rstly, clarifying the concept of education power for individual city/ county because it is not well defi ned. Then, New Taipei city is taken as an example for detail discussion regarding its strategies, implementation and potential challenges because of its massive improvement in 2014 as well as its rich diversity compared to other Taiwanese counties and cities. Even though the four aspects under education power indicator proposed by the Parenting magazine could be applied, it is not feasible to include all four aspects in one paper. Therefore, learning power/teaching power is chosen to be the focus of this paper due to it is the most relevant to students’ learning outcome.