家庭背景与教育分流 教育分流过程中的非学业性因素分析

Educational tracking after junior high school means the beginning of non-compulsory education for some students. In its expressed form, the practice of tracking follows the performance principle (i.e., students’ final test scores), a principle claimed to guide people for status attainment in a market economy. The current empirical study was to expose the impact and role of family background that might have been covered by the expressed performance principle. Not only could family background variables influence the educational tracking practice in a direct way but also in a more important indirect manner via the intervening variable of self-achieved academic performance, and such effects might be accumulative. The significance of the analysis is to demolish the blind optimism about the function of education in social equality and to emphasize the necessity of societal regulation.