本研究以876位小學五年級學生的回溯性調查資料進行學前認知能力與小學五年級學業成績的差異探討，研究發現，家境愈貧困或領有幼兒弱勢補助的孩童，其認知能力較差，學科成績亦顯著較差。此外，就讀公立園所之教育經驗不利於孩童學習表現，這似乎反映出公立幼兒園的學習成效不如私立幼兒園。最後，出身於貧困家庭的孩童，除了愈傾向於就讀公立幼兒園外，就讀幼兒園年數與才藝補習機會亦愈少，家長較無能力陪伴學習或購置圖書給孩子，更遑論帶領孩童欣賞藝文活動，家庭教育資源明顯較為匱乏，均造成孩子在就讀幼兒園時的認知能力明顯較差，進而不利於小學五年級的學習表現。而領有幼兒弱勢補助的孩童，仍傾向就讀公立幼兒園，入小學前父母親也較少教導學習新知識，也沒有能力購置圖書，使孩童認知能力發展不如未領補助家庭的幼兒，在小學五年級的學業成績亦較差。

The retrospective survey data for 876 elementary students in Grade 5 were used to discuss the difference between children’s pre-school cognitive ability and academic achievement at the Grade 5 level in this study. The findings show that students who came from a poor family, or who received subsidies for disadvantaged children, have significantly lower cognitive ability and academic achievement. In addition, students from poorer families are more inclined to study in public kindergarten in the pre-school stage, having studying in kindergarten for fewer years, and having less opportunities to attend cram schools or after-school talent class. On the other hand, poor parents have less ability to accompany children’s learning or buy books for them, let alone leading children to engage literary and artistic activities. Thus, the family education resources are obviously inadequate, which contribute to lower cognitive ability of children in kindergarten, and lead to less chance to achieve high academic performance at the Grade 5. Nevertheless, the students who receive subsidies still tend to study in public kindergartens. Before entering elementary school, parents rarely teach children and have no ability to buy books, thus children’s cognitive ability development is slower than those without subsidies, and leading to children’s poorer academic achievement at the Grade 5.