鄰里為我國實踐良好生活機能並建構都市發展的基本單元。我國都市計畫以提供生活圈所需之公共設施為目標，而公立小學屬於鄰里單元規劃中其一具代表性的公共設施項目，與鄰里發展、人口分布關係密不可分。學區依循學校分布及實行學區制下，促使家戶以選擇良好學區作為居住選擇的依據，長期下來引發教育仕紳化，造成都市內部社會結構特徵差異，漸成為一不可忽視的新興空間議題。
爰此，本研究目的為探討學區現象下鄰里社會經濟特徵，運用仕紳化地圖、多變量分析與線性迴歸模型，探討學區現象與鄰里社會經濟特徵之關聯性。整體研究架構上可分為三大階段：第一階段通過仕紳化地圖框架量測學區的變化情形；第二階段透過多變量分析中的無母數檢定瞭解一般學區與明星學區於鄰里社會經濟特徵，以及學區間變化程度是否具有差異；第三階段延用明星學區時間影響效果之等距變數及虛擬變數，分別建構線性迴歸模型以探索逐年及研究期間整體仕紳化分數與鄰里社會經濟、教育程度及不動產三個面向自變數間之關聯性。
研究結果顯示，社會經濟、教育面向指標皆具有逐年顯著差異，而不動產面向指標差異相對無時間連續性，驗證台北市小學學區現象確實形塑學區間差異，不同時間效果下形成學區間鄰里社會經濟指標有顯著差異，表示學區現象以空間和時間的效果對學區鄰里發展具有影響，並且於一般學區與明星學區間有家戶特性不同的現象；其次，討論學區逐年變化之迴歸模型分別有兩年度通過檢定，模型僅可用於解釋部分年度的學區仕紳化程度。整體變化迴歸模型則皆通過檢定，表示模型架構具合理性；技職背景人口比例係數於全部模型皆達邊際係數檢定顯著，與過往家長在不同教育背景促成不同學校選擇下，明星學區與一般學區社會結構具有差異之結論相符。
學區作為一項鄰里必要設施影響都市內部發展，並引發社會經濟特徵差異性。未來都市規劃實務上應留意公立小學整併，教育設施對於鄰里發展可能的影響力。

The location planning of elementary schools as a concept of neighborhood unit has long been implemented in urban planning in Taiwan, yielding substantial impacts on the progression of neighborhood development. While previous research has primarily focused on analyzing short-term effects through the examination of housing prices within school districts, there has been limited research identifies the long-term impacts on neighborhood social structures.
This study aims to explore the discrepancies and associations within social structure and identify the geographic processes of "Jiaoyufication." This is achieved by a comparative analysis of socioeconomic data from both popular and general school districts between 2015 and 2020, focusing on a case study conducted in Taipei based on 132 public elementary school districts. The research framework integrates GentriMap, multivariate analysis, and multiple linear regression to scrutinize the relationship between alterations in neighborhood socioeconomic on an annual basis and over a six-year period.
The results confirm the significant variations in neighborhood socioeconomic characteristics across different school districts over time. Additionally, while no consistent temporal correlation is observed between socioeconomic characteristics and the yearly gentrification index, significant correlations are observed between the neighborhood socioeconomic characteristics and the overall six-year gentrification index itself.
In conclusion, this study highlights the influential role played by educational facilities in shaping neighborhood development.

一、外文文獻
Atkinson, R. (2004). The Evidence on the Impact of Gentrification: New Lessons for the Urban Renaissance? European Journal of Housing Policy, 4, 107-131. https://doi.org/10.1080/1461671042000215479
Bernelius, V., & Vilkama, K. (2019). Pupils on the move: School catchment area segregation and residential mobility of urban families. Urban Studies, 56(15), 3095-3116, Article 0042098019848999. https://doi.org/10.1177/0042098019848999
Billingham, Chase M.(2016). When Middle-Class Parents Choose Urban Schools: Class, Race, and the Challenge of Equity in Public Education. American journal of education, 122(4), 629–633
Boterman, W., Musterd, S., Pacchi, C., & Ranci, C. (2019). School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes. Urban Studies, 56(15), 3055-3073. https://doi.org/10.1177/0042098019868377
Boterman, W. R. (2019). The role of geography in school segregation in the free parental choice context of Dutch cities. Urban Studies, 56(15), 3074-3094. https://doi.org/10.1177/0042098019832201
Boterman, W. R. (2021). Socio-spatial strategies of school selection in a free parental choice context. Transactions of the Institute of British Geographers, 46(4), 882-899. https://doi.org/10.1111/tran.12454
Boterman, W. R. (2022). School choice and school segregation in the context of gentrifying Amsterdam. Housing Studies, 37(5), 720-741. https://doi.org/10.1080/02673037.2020.1829563
Butler, T., & Robson, G. (2001). Social capital, gentrification and neighbourhood change in London: A comparison of three south London neighbourhoods. Urban Studies, 38(12), 2145-2162. https://doi.org/10.1080/00420980120087090
Butler, T., & Robson, G. (2003). Plotting the middle classes: Gentrification and circuits of education in London. Housing Studies, 18(1), 5-28. https://doi.org/10.1080/0267303032000076812
Butler, T., & Hamnett, C. (2011). Location3 Education3: place, choice, constraint in London1. Childrens Geographies, 9(1), 35-48, Article Pii 933250992. https://doi.org/10.1080/14733285.2011.540438
Butler, T., Hamnett, C., & Ramsden, M. J. (2013). Gentrification, Education and Exclusionary Displacement in East London. International Journal of Urban and Regional Research, 37(2), 556-575. https://doi.org/10.1111/1468-2427.12001
Butler, T., & Hamnett, C. (2016). The Geography of Education: Introduction. Urban Studies, 44(7), 1161-1174. https://doi.org/10.1080/00420980701329174
Bradford, M. (1990). Education, Attainment and the Geography of Choice. Geography, 75(1), 3–16. http://www.jstor.org/stable/40571927
Caetano, G., & Macartney, H. (2021). What determines school segregation? The crucial role of neighborhood factors. Journal of Public Economics, 194, 20, Article 104335. https://doi.org/10.1016/j.jpubeco.2020.104335
Cai, R., Hu, L. R., & He, S. J. (2022). Policy-driven education-led gentrification and its spatiotemporal dynamics: Evidence from Shanghai, China. Geographical Journal, 16. https://doi.org/10.1111/geoj.12440
Candipan, J. (2019). Neighbourhood change and the neighbourhood- school gap. Urban Studies, 56(15), 3308-3333. https://doi.org/10.1177/0042098018819075
Chiang, Y. H., Peng, T. C., & Chang, C. O. (2015). The nonlinear effect of convenience stores on residential property prices: A case study of Taipei, Taiwan. Habitat International, 46, 82-90. https://doi.org/10.1016/j.habitatint.2014.10.017
Davidson, M., & Lees, L. (2005). New-build 'gentrification' and London's riverside renaissance. Environment and Planning a-Economy and Space, 37(7), 1165-1190. https://doi.org/10.1068/a3739
Dignum, E., Athieniti, E., Boterman, W., Flache, A., & Lees, M. (2022). Mechanisms for increased school segregation relative to residential segregation: a model-based analysis. Computers Environment and Urban Systems, 93, 23, Article 101772. https://doi.org/10.1016/j.compenvurbsys.2022.101772
Easton, S., Lees, L., Hubbard, P., & Tate, N. (2019). Measuring and mapping displacement: The problem of quantification in the battle against gentrification. Urban Studies, 57(2), 286-306. https://doi.org/10.1177/0042098019851953
Finio, N. (2022). Measurement and Definition of Gentrification in Urban Studies and Planning. Journal of Planning Literature, 37(2), 249–264. https://doi.org/10.1177/08854122211051603
Freeman, L. M. (2016). Commentary: 21st Century Gentrification. Cityscape, 18(3), 163–168. http://www.jstor.org/stable/26328278
Glass, R. (1964). London: Aspects of Change. London: MacGibbon & Kee.
Green, T. L., Germain, E., Castro, A. J., Latham Sikes, C., Sanchez, J., & Horne, J. (2022). Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District. Urban Education, 57(1), 3–31. https://doi.org/10.1177/0042085920974090
Holloway, S. L., Hubbard, P., Jons, H., & Pimlott-Wilson, H. (2010). Geographies of education and the significance of children, youth and families. Progress in Human Geography, 34(5), 583-600. https://doi.org/10.1177/0309132510362601
Holm, A., & Schulz, G. (2018). GentriMap: A Model for Measuring Gentrification and Displacement. In Gentrification and Resistance, 251-277). https://doi.org/10.1007/978-3-658-20388-7_10
Kitchens, K., & Brodnax, N. (2021). Race, School Discipline, and Magnet Schools. Aera Open, 7, 22, Article 23328584211033878. https://doi.org/10.1177/23328584211033878
Lees, L., Slater, T., & Wyly, E. (2008). Gentrification (1st ed.). Routledge. https://doi.org/10.4324/9780203940877
Massey, D.S. (1981). Social-class and ethnic segregation - a reconsideration of methods and conclusions. American Sociological Review, 46(5), 641-650.
Massey, D. S., and Denton, N. A. (1989). Hyper segregation in U.S. metropolitan areas: black and Hispanic segregation along five dimensions. Demography, 26(3), 373- 391.
Owens, A., & Candipan, J. (2019). Social and spatial inequalities of educational opportunity: A portrait of schools serving high- and low-income neighbourhoods in US metropolitan areas. Urban Studies, 56(15), 3178-3197. https://doi.org/10.1177/0042098018815049
Owens, A., Reardon, S. F., & Jencks, C. (2016). Income Segregation Between Schools and School Districts. American Educational Research Journal, 53(4), 1159-1197. https://doi.org/10.3102/0002831216652722
Posey-Maddox, L. (2014). When Middle-Class Parents Choose Urban Schools: Class, Race, and the Challenge of Equity in Public Education. University of Chicago Press. https://doi.org/10.7208/chicago/9780226120355.001.0001
Paavo Monkkonen＆ Xiaohu Zhang. (2014). Innovative measurement of spatial segregation: Comparative evidence from Hong Kong and San Francisco. Regional Science and Urban Economics, Volume 47, 99-111, ISSN 0166-0462, https://doi.org/10.1016/j.regsciurbeco.2013.09.016
Puttick, S. (2022). Geographical education I: fields, interactions and relationships. Progress in Human Geography, 46(3), 898–906. https://doi.org/10.1177/03091325221080251
Taylor, C. (2009). Towards a geography of education. Oxford Review of Education, 35(5), 651-669. https://doi.org/10.1080/03054980903216358
Them, C. H. (2009). Thinking through education: the geographies of contemporary educational restructuring. Progress in Human Geography, 33(2), 154-173. https://doi.org/10.1177/0309132508093475
Vincent, C., Rollock, N., Ball, S., & Gillborn, D. (2013). Raising Middle-class Black Children: Parenting Priorities, Actions and Strategies. Sociology-the Journal of the British Sociological Association, 47(3), 427-442. https://doi.org/10.1177/0038038512454244
Wilson, D., & Bridge, G. (2019). School choice and the city: Geographies of allocation and segregation. Urban Studies, 56(15), 3198–3215. https://doi.org/10.1177/0042098019843481
Wu, Q., Zhang, X., & Waley, P. (2016). Jiaoyufication: When gentrification goes to school in the Chinese inner city. Urban Studies, 53(16), 3510-3526. https://doi.org/10.1177/0042098015613234
Wu, Q. Y., Edensor, T., & Cheng, J. Q. (2018). Beyond Space: Spatial (Re)Production and Middle-Class Remaking Driven by Jiaoyufication in Nanjing City, China. International Journal of Urban and Regional Research, 42(1), 1-19. https://doi.org/10.1111/1468-2427.12568
Xu Yang, Belyi Alexander, Santi Paolo and Ratti Carlo. (2019). Quantifying segregation in an integrated urban physical-social space. Journal of the Royal Society Interface, 16(160). https://doi.org/10.1098/rsif.2019.0536
二、中文文獻
章英華(1995)。《臺灣都市的內部結構:社會生態的與歷史的探討》。臺灣：巨流。
陳坤宏(1991)。《空間結構－理論與方法論》。臺灣：明文書局。
王欽哲(2006)。國民小學家長教育選擇權與學區劃分之研究－以嘉義縣市為例。國立中正大學教育學系學位論文，1-166，嘉義縣.。
王勝賢(1984)。國民中小學學生越區就學的效果及其相關問題之探討。教育心理學報，17，151–176。
吳清山、林天佑 (1997)。教育名詞—學習型組織。教育資料與研究，18，61。臺北：國立教育資料館。
吳清山 (1999)。家長教育選擇權之研究。行政院國家科學委員會專題研究計畫，NSC 88-2413-H-133-001，未出版。取自： https://srda.sinica.edu.tw/srda_freedownload.php?recid=1493&fileid=9819
林忠樑、林佳慧 (2014)。學校特徵與空間距離對周邊房價之影響分析－以台北市為例。經濟論文叢刊，42(2)， 215-271。https://doi.org/10.6277/ter.2014.422.2
林素菁 (2004)。台北市國中小明星學區邊際願意支付之估計。住宅學報，13(1)，15–34。https://doi.org/10.6375/jhs.200406.0015
胡述聚、李誠固、張婧、馬佐澎、劉傳 (2019)。教育紳士化社區：形成機制及其社會空間效應研究。地理研究，38(5)，1175-1188。https://doi.org/10.11821/dlyj020170968
洪志明 (2011)。空間次市場中明星學區之不動產價格分析 -以台北市為例。國立台北大學不動產與城鄉環境學系學位論文，台北市。
張淑惠(1997)。國小學區之地理研究：以臺北縣為例。國立台灣師範大學地理學系學位論文，台北市。
張德銳(1998)。學校選擇政策的實施經驗與啟示－以美國為例。教育政策論壇，1(1)，86-101。
陳寶鈺 (2002)。台北市大學區國小越區就讀學生家長教育選擇行為之研究。國立台北師範學院，台北市。
游舒涵 (2019)。以仕紳化地圖觀點探討臺北市 1999 至 2018 年自辦重建都市更新案之空間現象。國立成功大學都市計劃學系學位論文，1–79，台南市。
曾孟琹、吳雅君 (2013)。由普查資料探討臺灣地區就學人口之通學概況。主計月刊，691，14–21。
蔡定宏 (2012)。房屋特徵變數與房價：以學區評比與人口特徵作為調節效果之研究。國立台灣科技大學企業管理系學位論文，1-39，台北市。
蔡淳昱 (2010)。台灣地區國中生通學情形之空間分析。國立台灣大學理學院地理環境資源學系學位論文，台北市。
謝雨潔 (2014)。初探「教育地理學」: 教育主體、學習空間及鄰里社群。地理研究，60，87–106。https://doi.org/10.6234/jgr.2014.60.05
鍾乙豪 (2020)。大學區政策之探究－以高雄市小學為例。臺灣教育評論月刊，9(9)，72-77。
鍾若晴 (2014)。捷運對縉紳化之影響。國立台灣大學理學院地理環境資源學系學位論文，臺北市．
魏佳玲 (2013)。學區品質如何影響房屋面積與房價的關係。國立台灣科技大學企業管理系學位論文，1-64，台北市。