第五章 結論與建議
第二節 建議
21 達喀爾行動綱領，全民教育：實現我們集體的承諾(The Dakar Framework for Action Education for All: Meeting Our Collective Commitments)
22 有論者認為多元入學所看重的體育、才藝競賽、服務學習等僅有家境佳的人有時間學習與實 施，故戲稱為多錢入學。
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教將有助於弱勢家庭就學。然長期的政策效果究係為何則有待未來更進一步分 析。
另一方面，本研究基於實證過程與結果，尚有部分研究限制與不足，以下 提供後續研究者幾點參考：
一、 擴大研究時空範圍
本研究採用民國 101 年 8 月至 105 年 12 月之資料，檢視十二年國教實施對 明星國中學區房價的影響效果，惟十二年國教係自民國 103 年起實施，實施期 間尚短，故本研究應屬短期觀察，建議後續研究可拉長研究期間，待政策效果 更為明朗後，再進一步觀察十二年國教實施後對明星國中學區房價的長期影響 效果。此外，本研究選擇台北市作為研究範圍係因目前僅有台北市示範實施
「優先免試入學」制度，其政策力道較強，較能看出政策成果。此外，房價具 有地緣性，若擴大研究範圍，在其他縣市是否能得出相同的結論，亦有疑問，
故待未來擴大於其他縣市實施後，建議可將其他縣市之明星學校納入分析，以 瞭解政策效果是否有地區之差異。
二、 明星學校的定義應更加斟酌
依據本研究的實證結果顯示，額滿學校與高升學率學校不論是學區房價或 受十二年國教政策影響程度均不同，故應可推論二者為兩套不同之標準，若如 同過去直接將額滿學校當作優良學校的名單，將導致研究成果偏離現實。惟十 二年國教實施後，為消彌升學主義，已規定任何人、機關團體均不得使用、統 計、公布國中會考成績或錄取學校資訊，亦將侷限研究者取得相關資料，則未 來該如何定義明星學校亦有待思考。
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