國中教育會考乃教改新制之一環，以量尺分數呈現學習成果，也作為推動高中職免試入學的參考依據。然此教育政策，近年卻在竹苗學區爆發爭議，甚至出現「大新竹高中就學權益自救會」，就級分制的選擇，乃至大新竹區須儘速增校、增額等方面，積極提出批判及訴求。這場正在延燒的爭議，其真相究竟為何？又為何發生於竹苗區？其他學區亦是否潛在類似問題，宜及早因應？本文即以深入考察113學年竹苗考區會考爭議為核心。主要運用敘述統計法，除了具體檢視上述自救會之訴求是否合理，詳加釐清問題所以發生之癥結何在；並在此基礎上，進而嘗試省思可能解決之道，及其或可帶給教育政策的重要啟示。期經由這番個案研究，不僅有助於化解當前爭議，尤可從中汲取可貴經驗，使得符合公平正義之教育理想，終能因更完善的公共政策而真正實現。

The Comprehensive Assessment Program for Junior High School Students (CAP) is part of the education reform in Taiwan. It uses scaled scores to describe learning outcomes and also serves as a reference for admission to high schools without examination. However, this education policy has caused controversy in the Hsinchu-Miaoli District recently and even the "Greater Hsinchu High School Education Rights Self-Help Association" was established. It has actively raised criticisms and demands on the choice of the scoring system, and the need to increase the number of public high schools and enrollment quotas as soon as possible. What is the truth behind this ongoing controversy? Why did it happen in Hsinchu-Miaoli District? Are there similar problems in other districts in Taiwan that should be addressed or resolved? This paper focuses on the 2024 CAP controversy in the Hsinchu-Miaoli District. It mainly uses the method of descriptive statistics to deeply examine whether the demands of the above-mentioned "Self-Help Association" are reasonable and clarify the key to the dispute. On this basis, it attempts to further explore possible solutions and the important implications that may bring to education policies. It is hoped that this exploration will not only help resolve the current CAP controversy in Hsinchu, but also allow us to draw valuable experience from it, so that the educational ideal of being forward-looking and achieving fairness and justice can ultimately be realized due to more perfect public policies.