A case study of the effects of Educational Welfare Priority Zone Plan:Why are its effects not confirmed by standardized test scores?

This article identifies the characteristics of disadvantaged students’ achievements resulting from their involvement in the EWPZP programs and discerns the elements of the programs that promote achievement. In doing so, this study investigates why the effects of the EWPZP have not been depicted through standardized test scores. Students achieved in the academic and non-academic arenas, and their achievements were publically visible or more internal. Their self-confidence and ability to build better relationships with others improved. The changes in student outlook and ability were related to how teachers viewed their duties and approaches to teaching ？ something that could be incorporated in teacher education programs. All the changes resulting from EWPZP programs were closely intertwined. This study demonstrates that when seeking to identify the effects of the EWPZP, a holistic approach must be taken.