學校選擇類型이 學業成就에 미치는 影響 = (The)effects of the types of school choice on studeuts' academic achievements

다국어 초록 (Multilingual Abstract)

1. The Necessity of the Study
One of the hottest issues in Korean education has been whether or not high schools in the areas that adopt the high schol equalization policy make higher academic achievements of the students, compared to those in non equalization policy-adopted areas. The high school equalization policy is basically designed to restrict the rights of students and parents on school choice. In order to successfully implement the equalization policy, it is necessary that there should be no difference among high schools in the equalization policy-implemented areas. However, recent studies have reported the existence of wide differences in the academic achievements among high schools within the equalization policy-implemented areas.
In the beginning of the equalization policy, parents and students had to accept admissions to a high school assigned only by the admission lottery conducted by a local school board of education. However, the equalization policy failed to satisfy many parents and students who sought better education in better schools. This failure urged the Government to supplement the equalization policy by giving parents and students more rights to choose their schools. As a result, the equalization policy-implemented school districts have gradually adopted three types of school choice for the parents and students. The newly adopted types of school choice are; lottery type, 100% school choice type, and 40%-60% school choice type. The lottery type is that school choice is given only by a school district lottery, and 100% school choice type is given for the parents and students to full admission capacity. But the admission lottery should be conducted by the district in case of exceeding the capacity under the 100% school choice type. And, 40%-60% school choice type is one, in which school choice is given only to 40%-60% of the capacity.
Many studies concerning school choice were dealt with differences in the academic achievements of high school students between the equalization policy-implemented school districts and non equalization policy-implemented school districts. However, no studies noticed impacts or students' academic achievements according to the types of school choice newly adopted by the equalization policy-implemented school districts. This study, therefore, focused on the questions of whether the types of school choice are related to academic achievements or not. Also, the study focused on which type of school choice is most effective. The study intends to help set a good educational policy on school choice.

2. The Purposes of the Study
Based on the above-stated necessity, this study was designed to identify the effects of the types of school choice on high school students' academic achievements. For the purpose of the study, the following research questions were proposed:
(1) What are the student factors that affect the academic achievements of high school students?
(2) What are the school factors that affect the students' academic achievements?
(3) Are the academic achievements influenced by student and school factors in the equalization policy-implemented areas?
(4) Are the students' academic achievements influenced by the types of school choice?
(5) Are the students' academic achievements influenced by the types of school choice in the case that school location variables(factors) are eliminated?

3. The Method of the Study
A main research method used for the study was the Hierarchical Linear Model. This method was employed to analyze school-level effects on student College Scholastic Ability Test(CSAT) scores and to find out differences between 'within-school effects' and 'between-school effects'.
The study used the 2004 Korean Education & Employment Panel data collected from 2,000 students in 100 public and private high schools. Based on the KEEP data, the study investigated certain student factors and school factors which influenced the CSAT achievements and the types of school choice which influenced the CSAT achievements. The study used standard scores of CSAT English and mathematics scores as dependent variables for the analysis of school-level effects.

4. The Findings of the Study
Some important findings of the study were as follows:
(1) It was found that when English scores of CSAT were used as a dependent variable, a majority of student factors such as students' genders, parents' education levels, parents' concerns for their children, students' interests and confidence concerning the subject and self-study hours had meaningful relationships with academic achievements. However, student factors such as family incomes, cultural capital and satisfaction for school life were not related to academic achievements. As to the random effects of the 'within-school model', compared to the 'unconditional model' in the case of English scores of CSAT, 29.233% of variance within students was explained. When mathematics scores of CSAT were used as the dependent variable, only students' interests and confidence concerning the subject, self-study hours and group or individual tutoring as student factors had meaningful relationships with academic achievements. This meant that study-related factors were a major role in determining mathematics scores of CSAT.
(2) It was found that the school factors such as total parents' education levels had meaningful relationships with academic achievements. However, the school factors like school average family incomes, school sizes, school locations, school facilities and school environments were not related to academic achievements. As to the random effects of the 'between-school model 1', compared to the 'unconditional model' in the case of English scores of CSAT, 68.015% of variance between schools was explained. In the case of mathematics scores of CSAT, 86.165% of variance between schools was explained. This meant that mathematics scores of CSAT were largely influenced by the levels of parents' education as a school factor.
(3) It was found that when both English and mathematics scores of CSAT were used as dependent variables, the school equalization variable was not related to academic achievements. As to the random effects of the 'between-school model 2', compared to that of the 'unconditional model' in the case of English scores of CSAT, 67.49% of variance between schools was explained. The variance between schools in 'between-school model 2' increased, compared to that of 'between-school model 1'. This meant that the school equalization variable failed to explain the academic achievements.
(4) It was found that the 'school choice type 1' variable, which means giving school choice to only 40∼60 percent of the admission capacity, had a meaningful relationship with academic achievements. In the case of English scores of CSAT, average school scores of 'school choice type 1' was 4.305 higher than that of 'school choice type 0' which meant choosing high schools by the lottery. As to the random effects of the 'between-school model 3', compared to the 'unconditional model' in the case of English scores of CSAT, 69.156% of variance between schools was explained. In the case of mathematics scores of CSAT, not only the 'school choice type 1' variable but also the 'school choice type 2' variable had meaningful relationships with academic achievements. Average CSAT mathematics scores of schools of 'school choice type 1' were 6.445 higher than those of 'school choice type 0'. And, average CSAT mathematics scores of schools of 'school choice type 2' were 5.357 higher than those of 'school choice type 0'.
(5) It was found that the 'school choice type 1' variable also had meaningful relationships with academic achievements in 'between-school model 4' which eliminated school location-related variables from 'between-school model 3'. In the case of English scores of CSAT, average school scores of 'school choice type 1' were 3.932 higher than those of 'school choice type 0'. In the case of mathematics scores of CSAT, not only the 'school choice type 1' variable but also the 'school choice type 2' variable had meaningful relationships with academic achievements. Average CSAT mathematics scores of schools of 'school choice type 1' were 6.114 higher than those of 'school choice type 0'. And, average CSAT mathematics scores of schools of 'school choice type 2' were 4.906 higher than those of 'school choice type 0'. Average school scores of 'between-school model 4' in both English and mathematics scores of CSAT were lower than those of 'between-school model 3'. This meant that the effects of 'school choice type' variables on 'between-school model 4' decreased when eliminating school location-related variables from 'between-school model 3'.

5. The Conclusion of the Study
Based on the above findings, the study concluded that the average CSAT scores of schools within the equalization policy-implemented school districts were different according to the types of school choice. This meant that the more school choice students and parents were provided, the higher academic achievements the students could make. The study showed that it was better for students and parents to have more rights to choose a high school for admissions upon graduation from a middle school, even under the current school equalization system. In this regard, it was very notable and meaningful that in February of 2007 the Seoul Metropolitan Office of Education announced a plan to reorganize and unify some of the school districts in Seoul in oreder to give more school choice to the parents and students. As a conclusion, the study placed an emphasis on the necessity of examining the current school choice system thoroughly as a means of raising students' motivation for learning and facilitating the participation of stockholders in education.

목차 (Table of Contents)

• Ⅰ. 序論 1
• 1. 연구의 필요성 1
• 2. 연구목적과 연구문제 5
• 3. 연구의 제한점 7
• 4. 용어의 정의 8
• Ⅱ. 理論的 背景 및 先行硏究 考察 10
• 1. 학교선택제의 도입 배경 10
• 2. 학교선택제의 유형 및 특성 17
• 3. 학교선택제에 대한 논점 36
• 4. 국내외 선행연구 고찰 53
• Ⅲ. 硏究 方法 78
• 1. 연구대상 78
• 2. 연구자료 78
• 3. 측정변인 81
• 4. 분석모형 87
• Ⅳ. 結果 分析 및 解釋 95
• 1. 학생 및 학교수준별 학업성취도(무조건부모형 95
• 2. 학생변인과 학업성취도(학교내모형 97
• 3. 학교변인과 학업성취도(학교간모형1 102
• 4. 평준화변인과 학업성취도(학교간모형2 104
• 5. 학교선택유형변인과 학업성취도(학교간모형3 109
• 6. 학교지역변인 제외시 학업성취도(학교간모형4 113
• Ⅴ. 要約 및 結論 125
• 1. 요약 125
• 2. 결론 128
• 參考文獻 131
• 附錄 140
• 英文抄錄 147