| Summary: | 碩士 === 國立臺北大學 === 公共行政暨政策學系 === 98 === The purpose of the studying is using multiple regressions to build the model of “The factors influence students achievement” of the No Child Left Behind Act in 2002. The models are to try to discover the factors on influencing students study achievement, and structure the connection between students studying achievement and othe impcct dimensions.
Three dimensions have chosen: (1) education society, (2) education finance, (3) accountability. And the accountability is the NCLB Act’s core of education reform. The research method is throung the literature and secondary data research, and to collect every dimension’s representative index. The education society’s indexs are: (a) prepares educatiol level, (b) the rate of students come from proverty family, (c) the rate of non-white race. The education finance has eight indexs, there are: (a) school average yearly income, (b) teacher’s average salary, (c) instruction expenditure per student, (d) teacher-student ratio, (e) NCLB Act program aid per student, (f) for disadvantaged student aid per student, (g) improving teacher quality grants per teacher, (h) reading first grants per student. And the accountability representative indesv is that states implementation proportional of accountability approach. Through analysis of the students in different socio-economic conditions and educational finance resources and accountability request, to find the diffenences in learning achievement in reading and mathematical subjects.
The results show that in education society is important factor to influenct student achievement; education finance assistance for student achievement effect is not significant. And the accountability for student achievement is not use. Accounding to the result, this study suggests the government should apply and allocate well in endcation finance resources, to improve the disadvantage students studying conditions, and to correct the accountability approach. That is to achieve the goal of no child left behind.
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