Segregation or Integration? A Theoretical Analysis of Education Reform

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姓名

呂智業(Jhih-ye Lyu) 查詢紙本館藏

畢業系所

經濟學系

論文名稱

(Segregation or Integration? A Theoretical Analysis of Education Reform)

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摘要(中)

許多國家的教育制度，有將學生依能力分班或分校的情形。然而，為了提升公平性，台灣近期的教育改革試圖要打破明星學校。本文建構了一個理論模型用以分析學生在有無能力分類的兩種教育政策下的最適行為。異於既有文獻，本文加入了學生面對學習學科和術科能力之間的交互影響。模型的推論有助於解釋為何不同國家有不同教育政策。
本文的主要結論如下：第一，學生面對學習不同能力時的態度在最適行為中扮演了重要的角色；第二，無論在哪種教育政策下，比較靜態結果不變；第三，政策分析中，以提升學生能力為考量的決策者適合能力分類的教育政策，而以降低學生負擔為考量的決策者適合無能力分類的教育政策。總結，從有能力分類的教育政策轉變為無能力分類的教育政策雖然能有效減輕學生的壓力，但也同時會削弱學生的能力。

摘要(英)

Ability-grouping occurs in the educational institution for a number of countries. However, recently proposed education reform in Taiwan attempted to eliminate elite schools in order to enhance equity. We construct a theoretical model to analyze students’ behavior for learning under two educational systems: segregation and integration. In contrast to existing literature, we put a special attention on the interaction effect of learning academic ability and skills ability. In this manner, our framework offers possible explanations for different educational policies among countries.
Our main findings are as follows: first, the propensity for learning different abilities play an important role in students’ behavior for studying. Next, comparative statics remain qualitatively unchanged under both segregation or integration. Finally, educational system with segregation may enhance students’ expected payoff and welfare for learning while integration may ease students’ burden for learning. To sum up, the transition from segregation to integration can ease students’ stress but diminish students’ abilities.

關鍵字(中)

★ 能力分班
★ 能力分校
★ 教育改革
★ 福利分析

關鍵字(英)

★ Segregation
★ Integration
★ Education reform
★ Welfare analysis

論文目次

Abstract ii
Acknowledgement iii
1 Introduction 1
2 Literature Review 2
3 Model 4
3.1 Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3.2 Individuals’ Behavior under Ability-tracking and General System . . . . . 6
3.3 Analysis on Individuals Behavior and Comparative Statics . . . . . . . . . 8
3.3.1 Academic Ability and Skills Ability are Complements (U_i < 0) . . . 9
3.3.2 Academic Ability and Skills Ability are Irrelevant Abilities (U_i = 0) 9
4 Welfare Analysis and Policy Implications 9
4.1 Welfare Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4.1.1 Social Planner with PayoOFF-conscious . . . . . . . . . . . . . . . . . 11
4.1.2 Social Planner with Academic ability-conscious . . . . . . . . . . . 12
4.1.3 Social Planner with Pressure-conscious . . . . . . . . . . . . . . . . 12
4.1.4 Social Planner with Welfare-conscious . . . . . . . . . . . . . . . . . 13
4.2 The Comparative statics for Welfare Analysis . . . . . . . . . . . . . . . . 14
4.3 Policy Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5 Conclusion 18
References 20
Appendix 22

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指導教授

曹真睿(Jen-ruey Tsaur)

審核日期

2013-6-18

推文