本研究以基隆市國中生學習狀況調查資料庫的1,587筆資料，探討弱勢家庭與非弱勢家庭子女在八項學習成就的差異。各所學校之間的學習成就評量不同，透過標準分數轉換，再透過多變項變異數分析，獲得結論如下：來自於低收入家庭子女的國文、英語、數學、社會、自然、綜合領域的學習成就明顯低於非低收入家庭子女。隔代教養的子女在英語、數學、自然及健體領域之學習成就明顯低於不是隔代教養子女。參與課後輔導的學生在國文、英語、數學、社會、藝文、自然、健體、綜合活動之學習成就明顯低於沒有參與者。尤其是英語及數學學習成就差距最大。學校應正視弱勢子女學習成就表現低落，提出具體的學習扶助策略，以改善弱勢家庭子女學習成就。針對結論深入討論，提出具體建議。

This study used 1,587 data from the survey database of junior high school students in Keelung City to explore the differences in eight learning achievements between children from disadvantaged families and non-disadvantaged families. The evaluation of academic achievement among different schools was different. Through the conversion of standard scores and multivariate analysis of variance, the conclusions were as follows: the learning of Chinese, English, mathematics, social, natural and comprehensive fields of children from low-income families. The achievement was significantly lower than that of children from non-low-income families; the academic achievement of children with intergenerational education in English, mathematics, nature and physical fitness was significantly lower than that of children without intergenerational education; The academic achievement of social, arts, nature, fitness, and comprehensive activities was significantly lower than that of no participants. In particular, English and Mathematics learning achievement gap of the two group was the largest. Schools should face up to the low learning performance of disadvantaged children and propose specific learning support strategies to improve the learning performance of children from disadvantaged families. Discussed the conclusions in depth and made specific recommendations.