Compulsory education is like a necessity, so the products offered by each school should be similar. But what factors cause parents to let their children cross district study, we need to research into this phenomenon. If we understand the reasons to this phenomenon and then offer the research results to the government while adjusting the regulations and dividing school districts. Hopefully, it can perfect the educational environment in elementary schools.
The subjects of this research are the public elementary schools in Kaohsiung. We aim at the valid questionnaires to make the reliability analysis, descriptive statistical analysis, the difference among the means analysis, multiple comparison analysis and Pearson Product-Moment Correlation Coefficient Analysis. We sum up our results as the following:
1. The current situation of cross-district study in Kaohsiung：
（1）The average rate of students involved in cross-district study in Kaohsiung is 16.98%.
（2.）Most of the parents let their children cross district study since grade one.
2. The connections among school essence, student behave and cross-district study：
（1）Schools’ essence has significant influence on students’ current cross district study behavior.
（2）Schools’ essence and students’ performance both have significant positive correlation.
3. The differences of parents’ population statistic variable among cross-district study, schools’ essence and student behave：
（1）The differences on parents’ sex：
Parents will have diversity of opinions on parents’ cognition toward principal’s leadership model and schools’management objective is different due to their gender differences, parents’ cognition toward schools’ equipment environment is different due to their gender differences, parents’ cognition toward schools’ administration service quality is different due to their gender differences, parents’ cognition toward schools’ culture is different due to their gender differences and parents’ cognition toward schools’ promotion of its features is different due to their gender differences.
（2）The differences on parents’ educational level：
Parents’ cognition toward schools’ equipment environment, their children’s current cross district study behavior and their children’s cross-district study behavior during junior high school is different due to their differences in educational background.
（3）The differences on parents’ ages:
Parents’ cognition toward principals’ leadership model and school management objective, schools’ feature popularize and students’ performance is different due to their ages.
（4）The differences on family’s monthly income:
Parents’ cognition toward schools’ equipment environment, their children’s current cross district study behavior and their children’s cross district study behavior during junior high school is different due to their differences on family monthly income.
（5）The differences on parents’ occupations:
Parents’ attitude toward their children’s current cross-district study behavior is different due to their occupation differences.
（6）The differences on parents’ functions of office in school:
Parents’ attitude toward their children’s current cross district study behavior, their children’s cross-district study behavior during junior high school, principals’ leadership model and schools’ management objective, schools’ administration service quality, schools’ courses design and students’ performance is different due to their position differences at school.
4. The differerces of cross-district study behavior between schools’ essence and student behave：
（1）Parents’ cognition toward schools’ essence will make different that depends on if they will implement cross-district study again.
（2）Parents’ cognition toward students’ performance has significant influence on students’ current cross-district behavior.
In accordance with the above research results and findings, this research offers the following suggestions towards parents, school units and educational administration organizations:
1. On the part of parents:
（1）Take more concern about education, participate in school affairs, and help schools development.
（2）Understand students’ potential, and effectively choose the right school.
2. On the part of schools:
（1）To implement school based management and establish school features.
（2）To implement accountable systems and improve the quality of education.
（3）To establish parents’ partnership, relationship and encourage parents to participate in school affairs.
（4）To concentrate on school marketing concepts and strengthen image management.
3. On the part of educational administration organizations:
（1）To review and adjust current school district organizations, and afford multiple school choice opportunities.
（2）To establish complete assessment systems, and afford references for active school management and improvement.
（3）To offer disadvantaged groups and culturally disadvantaged areas more help on school options and implement equality of educational opportunity.