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伴隨數位時代來臨，國際大型評量開始轉換紙筆測驗為電腦化測驗。在此過程中，臺灣學生的學科表現是否會受電腦化測驗影響？以及是否會因其背景特性差異呈現數位落差現象？本研究經由分析國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study, TIMSS）2019及其橋接研究資料，檢視臺灣八年級學生數學與科學成就表現是否因紙筆測驗轉換為電腦化測驗而有變化，及其家庭社經背景、學校所在的都市發展程度、性別是否造成此差異程度不同，並探討電腦化問題解決與探究能力測驗之表現型態。研究結果顯示，對臺灣學生而言，相同試題由紙筆測驗轉變為電腦化測驗後，平均答對率顯著降低；電腦化測驗表現並未因學生背景特性而呈現數位落差；高家庭社經背景或都會區學校學生在電腦化問題解決與探究能力表現較一般題型差。本研究並據此結果提出教育政策與未來研究建議。 To meet the demands and advantages of the digital age, most international large-scale assessments have transitioned students’ response modes from paper-and-pencil to computer-based testing (CBT). With the aid of digitalization, CBT can better align with the fundamental principles of authentic assessment (Herrington & Herrington, 1998) by incorporating multimedia presentations and capturing test-takers’ maneuvering behaviors in greater detail. However, when the item characteristics or constructs that an item is designed to assess differ between paper-and-pencil and CBT formats, a mode effect may arise as a result of variations in students’ response modes. If this mode effect correlates with factors related to digital divide, such as disparities in students’ socioeconomic status (SES), the allocation of urban-rural resources, and gender (Cooper, 2006; Hsieh & Ming, 2022; Hu & Chang, 2023; Kuo, 2022), CBT raises concerns regarding educational equity. Therefore, addressing the digital divide in CBT implementations is crucial to ensuring educational equity and accessibility before full adoption. As the first assessment cycle to implement CBT, in the Trends in International Mathematics and Science Study (TIMSS) 2019, half of the participating countries, including Taiwan, implemented CBT as the primary testing format (eTIMSS) for the main survey while concurrently administering a bridge study using the paper-and-pencil format (paperTIMSS). The purpose of this bridge study was to identify and equate potential mode effects in TIMSS 2019, ensuring item equivalence across modes and supporting robust trend analyses across assessment cycles. Drawing on data of Taiwanese eighth-grade students from TIMSS 2019 and its accompanying bridge study, this research examines concerns regarding educational equity by examining the relationships between mode effects and three students background factors: SES, school location, and gender. Specifically, this study seeks to determine whether Taiwanese eighth-grade students’ performance in mathematics and science differed between the two testing formats and whether a digital divide was evident based on SES, school location, or gender. Additionally, TIMSS 2019 incorporated computerized innovative items to assess problem-solving and inquiry (PSI) tasks (Mullis et al., 2021). Therefore, this study also explores how Taiwanese eighth-grade students from different backgrounds performed on these computerized PSI tasks (eTIMSS-PSI). Method Analyzing the performance of Taiwanese eighth-grade students on trend items in mathematics and science from eTIMSS 2019 and its bridge study, paperTIMSS, mode effects were identified by comparing the item average percent correct between the paper-and-pencil and the CBT formats. Subsequently, the digital divide related to demographic factors was examined by comparing scale score performance on trend items between eTIMSS and paperTIMSS among students with varying SES, school locations, and genders. Finally, students’ performance on eTIMSS-PSI items was analyzed using scale scores to assess how Taiwanese eighth-grade students from different backgrounds performed. Results Significant reductions in the item average percent correct on trend items were observed in eTIMSS compared to paperTIMSS among Taiwanese eighth-grade students in both mathematics and science, indicating substantial mode effects across both subjects. Based on these identified mode effects, scaling procedures were implemented using the international average mode effect and performance data from previous assessment cycles (which included only paperTIMSS) for each subject to generate scale scores. Consequently, the average scale scores for mathematics and science were adjusted to ensure comparability between eTIMSS and paperTIMSS, as well as between TIMSS 2019 and prior assessment cycles. By comparing the average scale score performance between eTIMSS and paperTIMSS among Taiwanese eighth-grade students with varying SES, school locations, and genders, no significant difference was found in the relationship between mode effects and students’ background factors in either mathematics or science. Therefore, the digital divide due to mode effects was not evident in the scale scores across both subjects based on SES, school location, or gender. Furthermore, the analysis of eTIMSS-PSI scale scores for Taiwanese eighth-grade students with varying backgrounds revealed a declining trend in performance among students from higher SES compared to those from lower SES backgrounds, as well as among students attending schools in urban areas compared to those in rural areas. Conclusions The performance differences between paper-and-pencil and CBT formats in TIMSS 2019 mathematics and science among Taiwanese eighth-grade students from different backgrounds reveal the following key findings: 1. Overall mode effects: Taiwanese eighth-grade students, similar to their counterparts in most other countries, demonstrated lower average percent correct on items presented in the CBT format compared to the paper-and-pencil format in both mathematics and science. Substantial mode effects were observed, particularly in mathematics. 2. No widening digital divide: After applying scaling procedures to ensure comparability of scale score between the two testing formats, no evidence of a digital divide was found based on SES, school location, or gender, in either mathematics or science. Students from different backgrounds performed similarly across both formats. 3. Performance disadvantage on PSI tasks: As computerized PSI tasks captured test-takers’ maneuvering behaviors in greater detail, students from higher SES backgrounds or urban areas demonstrated a performance disadvantage on PSI tasks. It remains unclear whether this disadvantage results from weaker PSI skills among Taiwanese students in general or potential impacts of interactive nature of CBT items on specific student groups. Future research is needed to explore these factors. In the digital age, the transition to CBT is inevitable as technology continues to transform education and assessment practices. The integration of digital tools in learning environments makes the adoption of CBT essential for aligning with modern educational needs while offering more interactive and efficient assessment methods. The urgency of digitalization in education become even more apparent during the COVID-19 pandemic, highlighting the need for accessible and equitable digital learning solutions. While CBT offers benefits, concerns related to educational equity, including mode effects and the digital divide, remain. By analyzing the impact of CBT in TIMSS 2019, educators and policymakers can accordingly develop evidence-based strategies to ensure fair, reliable, and valid assessments for all students. With precise scaling procedures to eliminate originally evident mode effects, it is assuring that no widening digital divide was identified. In conclusion, the transition to digital assessments in TIMSS 2019 did not compromise educational equity for Taiwanese eighth-grade students.

我國公立大學實施校務基金目的係為提升自籌財源與吸收社會資源成效，其中又以公立頂尖大學的財務運作備受關注。基於各公立頂尖大學在學術領域、政府政策期待與經費挹注的差異，本研究區分為國立臺灣大學、綜合型頂尖大學I（國立成功大學、國立清華大學、國立交通大學）、綜合型頂尖大學II（國立中央大學、國立中興大學、國立中山大學）與文法商頂尖大學（國立政治大學、國立臺灣師範大學）等四類，透過次級資料研究法，以各公立頂尖大學「2016年至2019年」決算進行跨類型分析比較，有助於彼此尋求更佳的財務運作方式。研究發現：一、公立頂尖大學自籌收入逐年提升，政府專案補助仍持續增加；二、理工醫為重的公立頂尖大學更有利發展建教合作，惟主要來源是政府；三、文法商頂尖大學善於結合特長經營在職專班，提高學雜費收入；四、文法商頂尖大學善用軟、硬體資源增加場地設備 管理與推廣教育收入有成；五、國立臺灣大學與綜合型頂尖大學I更積極經營受贈收入與投資取得收益；六、自籌收入受學術領域、地理位置、經營策略影響，更與善用優勢特性有關。最後，並依據研究結果提出對我國政府與公立頂尖大學財務運作之建議。 1. Research Motivation and Purpose Public universities in Taiwan have implemented endowment funds for more than 20 years. The main purpose of endowment funds is not only to relieve the government’s increasing financial burden but also to promote the universities’ ability to raise self-generated income and access social resources, which gradually facilitates the independent operations of university finances. As the top public universities in Taiwan strive to become world-class universities, the government has invested funds to finance their development and enhance their competitiveness. In addition, these universities implemented the endowment fund system and practiced financial autonomy early on. Therefore, whether the financial operations of these universities have fulfilled the expected policy objectives is of particular concern. 2. Literature Review In the context of global higher education, the financial operations of countries have expanded, with rising costs in recent years. However, economic recession has caused the government to drastically cut funding for higher education universities. Consequently, to reduce internal operating costs, universities have been required to seek funding from the private sector and increase self-generated income through various means. Based on the universities’ self-generated income, the private sector and the government jointly provide funds in a fixed ratio; earn revenue through the diversified operation of hospitals, dormitories, sports fields, restaurants, bookstores, and other affiliated institutions; increase revenue through publishing royalties, examinations, business consulting services, and provision of online courses and selling of textbooks; increase tuition and miscellaneous fees to balance university costs; effectively utilize the universities’ academic research resources to implement brand management strategies for obtaining external capital; reinvest endowment funds; and other measures. Although public universities can undertake a wide range of projects for rains endowment funds, they are yet to attain financial independence because public universities still mainly rely on government subsidies, the standard of charging tuition and fees is strictly controlled, and donations or investments are not actively institutionalized, resulting in ineffective outcomes. Many such practices still need to be improved for universities to achieve financial independence. 3. Research Methods Based on the differences in the development priorities of the top public universities in the academic field, the policy expectations, and the funding provided by the government, in this study, the top public universities were divided into four categories: National Taiwan University, comprehensive type I (National Cheng-Kung University, National Tsin-Hua University, and National Chioa-Tung University), comprehensive type II (National Central University, National Chung-Hsing University, and National Sun-Yat-sen University), and social science and business type (National Cheng-chi University and National Normal University). Through secondary data analysis, the items covered by the National University Endowment Fund Establishment Act were analyzed, including the government’s normal budget appropriations; universities’ self-generated income from tuition and other fees, continuing education, and academia-industry cooperation; government subsidies for scientific research or government commissions; site facility management income; and donation income and investment income. Cross-type analysis was conducted by reviewing the final accounts of top public universities from 2016 to 2019 and by comparing them with relevant government statistics and official reports. The results obtained are expected to assist top public universities in improving their financial operations. 4. Research Results The purpose of the current study is to explore the effectiveness of the financial operations of top public universities through financial analysis. The following results are obtained: (1) The self-generated income of top public universities has increased every year, and the government subsidy also continues to increase; (2) top public universities with science, technology, and medicine as their main discipline cluster exhibit higher contributions to the development of academia-industry cooperation, but the government remains their main source of investment, with an extremely low rate of private sector investment; (3) top public universities of the social science and business type are more adept at increasing income from tuition and fees by using their in-service master’s program operation; (4) universities of the social science and business type efficiently utilize the school’s assets and implement continuing education to increase revenue; (5) National Taiwan University and comprehensive type I universities exhibit more active ability for donations and investment management; and (6) academic fields, regional factors, and business strategies affect the quantity of self-generated income, especially depending on whether universities can efficiently utilize their own resources. The results are expected to help top public universities improve their future financial operations as well as enhance the government’s research and development for formulating more effective higher education funding policies. Especially allow top public universities to directly correspond to reference operations. 5. Research Suggestions According to the study results, the following policy recommendations for financial operations are proposed for the government and top public universities from a practical perspective: (1) Top public universities should efficiently increase student enrollment into academic courses to increase their income from tuition and miscellaneous fees. Moreover, the government should relax the standards and conditions for tuition and miscellaneous fees to facilitate financial autonomy of the school fund. (2) Top public universities should increase the industrial applicability of the research results and aim to obtain a greater proportion of private sector funding. (3) Top public universities should more actively develop diversified business strategies based on school attributes. (4) Top public universities should prioritize fundraising and investments and obtain incentives; this financial independence should improve their resilience. For future research, the government should expand on the current “public platform for college affairs information” and comprehensively collect and release the relevant financial data of each university to facilitate analysis in combination with other university affairs data and to elucidate the factors influencing university financial operations. In addition to data analysis, future research should qualitatively analyze business perspectives, organizational culture, decision-making processes, and other business strategies by examining actual cases.

我國政府為降低經濟弱勢學生因家庭背景影響其求學意願，提供多項協助措施，但研究仍指出有高比例的大專校院弱勢學生仰賴工讀填補就學所需，且繁瑣的獎學金申請程序降低弱勢學生申請意願。本研究以實際受助者觀點，邀請14位低收入、中低收入學生，以及教育部擴大就學照顧的「大專校院弱勢學生助學計畫」適用學生，進行兩場焦點團體訪談，探討我國政府提供給不同類型經濟弱勢生的各項協助措施是否足夠就學所需，以及其配套是否確實有助於降低經濟弱勢學生就學阻礙。研究結果發現，公立大專校院低收入生獲得的就學資源足夠其所需，私立大專校院低收入學生仍稍有不足，但中低收入學生與「大專校院弱勢學生助學計畫」適用學生獲得的資源卻遠不足以填補就學所需缺口；工讀措施名稱混淆，內涵又與學生學習衝突；且多項協助措施申請辦法不易理解，也未能有效傳播，導致有需要的學生及家長，申辦過程阻礙重重。本研究依據上述研究發現提供政策建議。 Research Motivation and Purpose The Taiwanese government has developed numerous financial aid measures to reduce the burden of higher education expenses for economically disadvantaged students. However, a large majority of economically disadvantaged university students continue to raise their education expenses through work-study opportunities. Furthermore, the complicated scholarship application process discourages students from applying for available scholarships, suggesting that the resources and measures aimed at supporting disadvantage students are inadequate. To address the dearth of information in this area, this study invited economically disadvantaged students who had received government assistance during their studies to participate in focus groups. This study aimed to (1) investigate whether the support measures offered by the government to students from low-income and lower-middle-income families and to students receiving funding from the Financial Aid Project for Economically Disadvantaged Students in Higher Education are sufficient to assist these students in their studies and (2) identify obstacles to the practical application of these support measures. Literature Review Reflecting the research goals, the literature review discusses relevant theoretical research in the field of student financial aid. It includes a discussion of the advantages and disadvantages of educational assistance measures and the current efforts by the Taiwanese government to assist economically disadvantaged students with their educational expenses, as well as related problems and responses. The literature reveals that scholarships are the most direct method of reducing student financial burdens and that work-study programs that address both educational expenses and the student’s future development offer long-term benefits. Taiwan has expanded the number of recipients of funding from the Financial Aid Project for Economically Disadvantaged Students in Higher Education and has worked to strengthen work-study programs to ensure a connection between the work done and the student’s studies. However, the literature demonstrates that insufficient scholarships and work-study opportunities result in most students still choosing to work off-campus. Methodology This study was based on a consideration of schooling needs and support measures for a wide range of students enrolled in different types of universities. Fourteen students studying at four higher education institutions—public and private universities and public and private science and technology universities—were invited to participate. Each student came from a low-income or lower-middle-income family or was receiving funding from the Financial Aid Project for Economically Disadvantaged Students in Higher Education. This study investigated the channels and quotas for financial aid opportunities that are purportedly available to economically disadvantaged students and explored each interviewee’s actual experiences regarding the availability of such resources, as well as the barriers to entry created by the operational nature of financial assistance measures. Research Results The results reveal that low-income students in both public and private universities can reduce the financial burden of higher education without applying for additional loans by accessing various government scholarships and stipends. However, students from lower-middle-income families who receive funding from the Financial Aid Project for Economically Disadvantaged Students in Higher Education are still unable to acquire their schooling expenses through government scholarships and stipends, highlighting the ineffectiveness of existing financial aid measures for the most economically disadvantaged students. In addition, information regarding financial assistance is still not sufficiently updated or relayed to the students and families who need it the most. Even if parents and students receive the necessary information, the confusion caused by the names and qualifications of the different measures and the unfriendly and cumbersome nature of the application process reduces willingness to apply. Discussion and Research Suggestions To support economically disadvantaged students starting or finishing their tertiary education, the author suggests the following: (1) The number of scholarships and amount of aid available to students from lower-middle-income families and students under the Financial Aid Project for Economically Disadvantaged Students in Higher Education should be increased. (2) Work-study programs should be implemented with a focus on the student’s current studies or future career, and the labeling of the assistance measures should be standardized to help students distinguish their available options. (3) Finally, the updating and circulation of financial aid-related information should be improved. This study offers the Ministry of Education and universities a summary table of scholarships, the materials and deadlines for applications, and a point of contact that students and their families can access easily.

臺灣學生近年來在國際大型測驗表現亮眼，但如進一步檢視學校所處地區，即可明顯看出臺灣存在巨大的城鄉差距問題：偏遠地區與大城市相比，不僅數學表現較差，且出現各校數學差距相對較大的情況。不足的教育經費可能是導致此差距的原因之一，本研究因此以成本函數法來估算偏遠與非偏遠地區學校達成預期學生學業成就所需的適足經費，並以國中基測數學基礎級、平均數、精熟級來作為適足分數，以估算不同程度所需的適足經費，結果發現，無論何種適足分數，偏遠地區所需的每生適足經費皆比非偏遠地區為高，且超過半數以上的偏遠學校未達適足經費水準。本研究亦根據研究結果，提出改進建議。

伴隨數位時代來臨，國際大型評量開始轉換紙筆測驗為電腦化測驗。在此過程中，臺灣學生的學科表現是否會受電腦化測驗影響？以及是否會因其背景特性差異呈現數位落差現象？本研究經由分析國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study, TIMSS）2019及其橋接研究資料，檢視臺灣八年級學生數學與科學成就表現是否因紙筆測驗轉換為電腦化測驗而有變化，及其家庭社經背景、學校所在的都市發展程度、性別是否造成此差異程度不同，並探討電腦化問題解決與探究能力測驗之表現型態。研究結果顯示，對臺灣學生而言，相同試題由紙筆測驗轉變為電腦化測驗後，平均答對率顯著降低；電腦化測驗表現並未因學生背景特性而呈現數位落差；高家庭社經背景或都會區學校學生在電腦化問題解決與探究能力表現較一般題型差。本研究並據此結果提出教育政策與未來研究建議。

我國公立大學實施校務基金目的係為提升自籌財源與吸收社會資源成效，其中又以公立頂尖大學的財務運作備受關注。基於各公立頂尖大學在學術領域、政府政策期待與經費挹注的差異，本研究區分為國立臺灣大學、綜合型頂尖大學I（國立成功大學、國立清華大學、國立交通大學）、綜合型頂尖大學II（國立中央大學、國立中興大學、國立中山大學）與文法商頂尖大學（國立政治大學、國立臺灣師範大學）等四類，透過次級資料研究法，以各公立頂尖大學「2016年至2019年」決算進行跨類型分析比較，有助於彼此尋求更佳的財務運作方式。研究發現：一、公立頂尖大學自籌收入逐年提升，政府專案補助仍持續增加；二、理工醫為重的公立頂尖大學更有利發展建教合作，惟主要來源是政府；三、文法商頂尖大學善於結合特長經營在職專班，提高學雜費收入；四、文法商頂尖大學善用軟、硬體資源增加場地設備管理與推廣教育收入有成；五、國立臺灣大學與綜合型頂尖大學I更積極經營受贈收入與投資取得收益；六、自籌收入受學術領域、地理位置、經營策略影響，更與善用優勢特性有關。最後，並依據研究結果提出對我國政府與公立頂尖大學財務運作之建議

我國政府為降低經濟弱勢學生因家庭背景影響其求學意願，提供多項協助措施，但研究仍指出有高比例的大專校院弱勢學生仰賴工讀填補就學所需，且繁瑣的獎學金申請程序降低弱勢學生申請意願。本研究以實際受助者觀點，邀請14位低收入、中低收入學生，以及教育部擴大就學照顧的「大專校院弱勢學生助學計畫」適用學生，進行兩場焦點團體訪談，探討我國政府提供給不同類型經濟弱勢生的各項協助措施是否足夠就學所需，以及其配套是否確實有助於降低經濟弱勢學生就學阻礙。研究結果發現，公立大專校院低收入生獲得的就學資源足夠其所需，私立大專校院低收入學生仍稍有不足，但中低收入學生與「大專校院弱勢學生助學計畫」適用學生獲得的資源卻遠不足以填補就學所需缺口；工讀措施名稱混淆，內涵又與學生學習衝突；且多項協助措施申請辦法不易理解，也未能有效傳播，導致有需要的學生及家長，申辦過程阻礙重重。本研究依據上述研究發現提供政策建議。

臺灣學生近年來在國際大型測驗表現亮眼，但如進一步檢視學校所處地區，即可明顯看出臺灣存在巨大的城鄉差距問題：偏遠地區與大城市相比，不僅數學表現較差，且出現各校數學差距相對較大的情況。不足的教育經費可能是導致此差距的原因之一，本研究因此以成本函數法來估算偏遠與非偏遠地區學校達成預期學生學業成就所需的適足經費，並以國中基測數學基礎級、平均數、精熟級來作為適足分數，以估算不同程度所需的適足經費，結果發現，無論何種適足分數，偏遠地區所需的每生適足經費皆比非偏遠地區為高，且超過半數以上的偏遠學校未達適足經費水準。本研究亦根據研究結果，提出改進建議。 Although the mathematical ability of Taiwanese students is ranked high according to the Programme for International Student Assessment (PISA), Taiwan faces the problem of a gap in test scores between rural students and their non-rural counterparts, with the latter group scoring higher on average. Inadequate funding is a possible reason for this discrepancy. Therefore, this paper uses the cost function approach to compare adequate funding requirements between rural and non-rural schools. The adequate funding estimates are calculated based on the different levels of mathematics scores in the Basic Competence Test (basic, average, and proficient). The results showed that rural schools require more per student funding than do non-rural schools, irrespective of the use of score levels as references. A greater portion of rural schools were shown to operate under inadequate per student funding compared with non-rural schools. This paper provides further evidence of the urgency of increased investment in rural schools.

九年國民教育業於1968 年施行，迄今將屆46 年。為提升整體國民素質，近二十餘年更進一步推動延長國民基本教育至12 年，且於2014 年正式實施。本研究試從教育財政角度，析論十二年國民基本教育的財務規劃是否足以撐起此一世紀大業，並得出以下結論：一、義務教育最大特質在普及、強迫與免費，我國九年國民教育雖也免收學費，但囿於財政收支相關法令，地方教育經費至今仍患寡，國中小仍收取代收代辦費，有違義務教育完全免費的精神，十二年國民基本教育財務規劃並未處理該議題。二、十二年國民基本教育揭櫫「成就每一個孩子」的教育願景，教育部也針對偏鄉及弱勢學生推動多項補助方案；然國中小學生學 習成就依舊存在城鄉差距，十二年國民基本教育也未增加經費以達成該願景。三、我國高中職每生支出只是已開發國家的七成，十二年國民基本教育計畫將八成新增經費用於高中職，有其必要；然超過半數的經費用於推動高中職免學費，只是將原來的家戶支出改由政府支出，對於提高後中經費並無助益，也造成經費排擠無法做更有效的用途。四、學前教育雖也實施免學費方案，但理論與實證研究都證實學前教育應比高中職優先義務化。根據上述發現，研究者據以提出教育財政相關建議，以利十二年國民基本教育順利推動。 Nearly 46 years have passed since a 9-year national education system was implemented in Taiwan in 1968. The 9-year system will now be extended to 12 years and renamed “12-Year Basic Education.” From the perspective of school finance, we analyzed and discussed whether the government can afford this tremendous change. It was summarized that (1) primary education should be compulsory, free, and accessible to all. However, because of fiscal regulations and structures, the 9-year national education system has been suffering from an insufficient budget at local levels and has not been entirely free of charge for every student until now. (2) Although several programs for socioeconomically disadvantaged students have been implemented by the Ministry of Education, achievement gaps between rural and nonrural areas, even among students within rural circumstances, remain remarkably wide. The new education plan appears to neglect these two problems. (3) Because expenditure per pupil on postsecondary education in Taiwan is only 70% of the OECD’s average, it is reasonable to spend 80% of the new budget at the postsecondary stage. However, more than half of the overall budgets are set to eliminate tuition fees for postsecondary and 5-year-old preschool students, without further increasing any public inputs and simply transferring accounts from private to public. With such a small budget, the zero-tuition policy means to require money to be diverted from other more comprehensive initiatives. (4) Preschool education should be planned as compulsory prior to the postsecondary stage, both theoretically and practically. Four recommendations on school finance are provided for future implementations of 12-Year Basic Education.

Nearly 46 years have passed since a 9-year national education system was implemented in Taiwan in 1968. The 9-year system will now be extended to 12 years and renamed “12-Year Basic Education.” From the perspective of school finance, we analyzed and discussed whether the government can afford this tremendous change. It was summarized that (1) primary education should be compulsory, free, and accessible to all. However, because of fiscal regulations and structures, the 9-year national education system has been suffering from an insufficient budget at local levels and has not been entirely free of charge for every student until now. (2) Although several programs for socioeconomically disadvantaged students have been implemented by the Ministry of Education, achievement gaps between rural and nonrural areas, even among students within rural circumstances, remain remarkably wide. The new education plan appears to neglect these two problems. (3) Because expenditure per pupil on postsecondary education in Taiwan is