學習表現為教育社會學中的重要議題，其中城鄉間的學習表現差距受到重視。過去研究認為家庭背景與地區的教育資源是影響學生學習表現的主要因素，然而這些研究缺乏班級因素與同儕效果的分析。因此本研究使用台灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS）在2001年與2003年的國中生樣本，以階層線性模型（Hierarchical Linear Modeling, HLM）分析國一班級同儕學習投入對國三數學表現的影響，學習投入以學生為課業所付出的時間為指標。分析結果發現：(1)學生數學表現的總變異中有24%來自班級因素的影響，76%為學生因素。(2)國三數學表現、個人學習投入與班級同儕學習投入有城鄉差距。(3)在控制其他變項下，個人學習投入、班級同儕學習投入對數學表現有正向效果。(4)班級所在地區的都市化程度透過班級同儕學習投入間接影響國三數學表現。 / Academic performance has been an important topic of research on educational sociology for a long time, while urban-rural differences have been already well documented in literatures. In the past, the literature indicated that the key factors to affecting academic performance are family background and the educational resources. But these researches have ignored the factors of class level and peer effects. In this study, the data are from Taiwan Education Panel Survey (TEPS) in 2001 and 2003, use Hierarchical Linear Modeling (HLM) to assess how peer engagement affects junior high students’ mathematics performance. The time students spend in studying is an index of engagement. The main finding are: (1) This research model accounts for 76% of the variation in student level and for 24% of the class variation in class level with regard to mathematical performance. (2) Students in the urban and rural city show a differences in their mathematics performance, student’s own engagement and peer engagement. (3) When controlling variables, student’s own engagement and peer engagement have positive effect on mathematics performance. (4) Urbanization levels indirectly affect mathematics performance through peer engagement.

本研究使用「臺灣教育長期追蹤資料庫」第二波（2003）國三與第三波（2005）高二的CP追蹤數據，採用反事實模型框架下的傾向分數配對法估計單一性別環境對臺灣高中女生選組行爲（自然組／社會組）的因果效應。使用學生進入高中前的國三資料，本研究在學生因素，家庭因素和學校、班級因素三個方面充分平衡處置組（進入女校）和控制組（進入男女合校）的樣本，使配對樣本之間除了進入女校或進入男女合校之外，在以上三個方面儘可能相等，嘗試克服觀察性數據因選擇性偏誤問題對因果效應的估計帶來的阻礙。結果顯示，在進行傾向分數配對後，處置組和控制組之間達到了很好的平衡，進入女校的女生與進入男女合班的男女合校中的女生相比，女校顯著地促進了高中女生選自然組的機率，然而該效應在數學成績水平不同的女生中存在異質性，女校顯著地促進了數學成績處於高水平的女生的選擇自然組的行爲。作爲教育分流的重要組成部分，臺灣高中生選組行爲的性別隔離長期存在，選組行爲與學生未來大學科系選擇和職業選擇關係密切，自然組中低比例的女生組成顯現出隱藏的教育機會不平等。該現象長期存在的背後因素，除了學生個人因素和學生家庭背景因素帶來的影響，本研究關注學校這一角色對高中女生選組行爲的影響。 / Based on the Taiwan Educational Panel Survey’s core panel data from wave 2 (junior high school/9th grade) and wave 3 (high school/11th grade), researcher applies the propensity score analysis in counterfactual framework to study the causal effect of single-sex schooling on high school girls’ curriculum tracking (science track or humanity track) selection. Observational data always be the obstacles of making the causal analysis because it's lacking random assignment and being under threat of selection bias and unobserved variables. Using the pretreatment variables from students in 9th grade, students in the treatment group were matched with those in control groups by the individual factors, family factors and school, classroom environment factors. After matching, students come from different groups are supposed to be relatively equivalent on all the matching variables except for attending single-sex school or not. The researcher can make suitable comparison and prediction between well-matched samples. The result shows that more girls in single-sex high schools tend to choose science track. Effect of single-sex schooling is not the same among girls with different level of math scores. It benefits girls with top math performance significantly. As an important part of the educational tracking system, alternative curriculum tracking selection in Taiwan high school is worth noteworthy. The long lasting gender segregation is closely associated with students college major as well as occupation selection and it reveals the hidden educational inequality between gender. Other than focusing on the individual and family background effect on high school girls’ curriculum tracking selection, this study highlights the school effect on it.