弱勢教育政策自1960年以來早已成為世界各國政府主要施政重點之一，如何解決弱勢學生在學校教育中所遭遇的教育公平議題，特別是以「課後學習輔導」為主軸的相關弱勢教育政策如何協助弱勢學生擁有正向的學校學習經驗，也成為教育研究與教育政策規劃的重要核心與熱門主軸。我國自1995年起所推動的「教育優先區」計畫、1999年的「健全國民教育方案」、2003年的「全國教育發展方案」、2006年的「攜手計畫-課後扶助」計畫與「大學師資生實踐史懷哲精神教育服務計畫」、2008年的「夜光天使點燈專案計畫」及2010年的「數位學伴線上課業輔導服務」等相關弱勢教育政策都是以「課後學習輔導」為訴求重點，也正呼應了上述的國際教育改革趨勢。為進一步深入分析我國歷年弱勢學生教育政策與課後學習輔導計畫的利弊得失，本研究團隊首先修正前導研究中所建構之弱勢學生教育公平指標，進一步形成「我國弱勢教育政策與教育公平之研究：以課後學習輔導為例」之研究問卷，再經由針對全國學校教育現場與教育行政機關進行分層隨機抽樣的問卷調查後，將初步的分析轉換為北、南與東三區分區專家焦點團體座談，將問卷分析結果與焦點團體的意見歸結為我國未來制訂課後學習輔導相關弱勢教育政策的參考。

Since the year of 1960, the educational policies started to focus on the issues of disadvantaged students and their schooling. How to disenthrall the struggles that disadvantaged students face during their daily school lives become the priority that educators and administrators need to consider especially the issues related to the afterschool programs. Like the Title I of ESEA in the United States and Educational Priority Area (EPA) in the United Kingdom, there are series of educational policies related to disadvantaged students and afterschool programs in Taiwan since 1995. In order to review the con and pro of the existed afterschool program policies, the principal investigator collects the theories related to disadvantaged students and schooling including Rawls, Coleman, Sen, and Young to figure the possible solution of afterschool programs and conducts a survey on the questionnaires on disadvantaged students and afterschool programs. Furthermore, the researcher host three focus group discussions to provide useful reflections from the quantitative findings. As the results, the author provides conclusions and suggestions to the further discussions, research, and policy making.