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.
