1994年以後，傳統以大學聯考為主的大學入學機制，逐漸受到入學管道過於單一的批評，因而希望發展出多元的入學進路。因此，逐漸自1990年代中期試辦的推薦甄試，以及2000年大學聯考正式廢除之後所引進的大學多元入學方案，都旨在提供考試進路之外的入學機會，而政策上的重點，也在於逐漸推廣另類進路的價值，鼓勵大學嘗試不同的選才方式，也因此大學多元入學也逐年辦理中，持續修正，此一改革方向受到政策的強力支持，並於2011年以前，使透過推薦甄選入學以及其他入學管道進入大學的學生比例，能夠增加到所有入學新生人數的40%。

　　在此背景下，繁星計畫的推動與實施乃是大學入學制度革新中一項重要的政策。不僅因為繁星計畫強調了非考試進路的入學機會，亦由於繁星計畫刻意希望擴大既有大學招生的範圍，尤其希望給予偏鄉學生更多的入學機會，達到區域平衡的教育機會公平。

　　本研究旨在討論繁星計畫的教育公平問題，除了有系統地反省繁星計畫的推動與落實狀況，並瞭解繁星學生的進路發展所涉及的教育公平議題。本研究採用諸多研究方法，包括：學測成績分析、文件分析、焦點團體座談等等。

　　本研究結論如下：1.大學繁星計畫的推動的確在傳統的大學入學機制中，另闢了一條高中職學生進入高等教育的重要管道；2. 100學年度以後繁星計畫之錄取標準有促進高中社區會的趨勢；3.繁星計畫的率取標準，仍有進入公私立大學的機會不均的現象；4.部分繁星錄取生的學測成績過低。
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　　From 1994, the traditional entrance examination to universities had been widely criticized for its dominance in the admission of higher education and, it was hoped that an alternative pathway of admission could be developed. Therefore, "admission by recommendation and screening"（推薦甄試）had been piloted the 1990s. Also, the traditional joint entrance examination（大學聯考） was lifted and the "Multitracks Program of Recruitment for Universities （ 大學多元入學方案） " was introduced in 2001. it is emphasized by the government that the non-conventional mechanism of admission should be positively encouraged and could count for at least 40％ of all students accepted in the cohort.

　　It was in the context mentioned above that the "Numerous Stars Initiatives" was piloted in 2005 and was formally introduced in 2006. The initiative highlights as its policies "Caring for disadvantaged, balancing urban-rural disparity" （照顧弱勢、平衡城鄉差距）" or "Quality for all schools, Equity for all areas"（高中均質、區域均衡）". It follows that the policy can be seen as a policy highlighting the idea of "positive discrimination" and trying to improve intentionally equal opportunities for students who are not in star high schools but perform relatively excellent in their own schools.

　　The main aim of this study is to systematically investigate the policy of the initiative and its implementation. It is also included in the study that how universities in the issue provide proper arrangement for the students and how are the students doing in terms of academic requirement and daily life situation and adoption. Several research methods are adopted such as test score-analysis, documentary analyses, group-interview, interviews.