随着我国普及义务教育目标的实现，公平和质量成为基础教育发展的主题，中央政府对教育的关注点转移到西部农村地区。在这种背景下，对西部农村寄宿制学校进行公平有质量管理改进便具有非常重要的时代意义与现实意义。公平有质量学校建设理念延续爱生学校建设理念，在教育公平理念上突出对处境不利儿童的关注，在教育质量理念上增加对社会情感技能的考量。社会资本理论作为一种发展于社会学、经济学和政治学领域的科学解释范式日益受到学术界的推重，相关研究已经证明社会资本视角可以有效的指导政府等政治组织，企业等商业组织以及大学等教育组织的建设。公平有质量学校的本质特点以及爱生学校的建设经验表明，社会资本理论可以用来对公平有质量学校管理改进进行指导。为了构建社会资本在学校管理改进领域的解释框架，本文根据已有研究构建了学校社会资本的基本内涵和三层次六类型的构成体系，作为公平有质量学校管理改进的理论依据。为了界定处境不利儿童，本文根据已有研究构建了“公平有质量评价标准”，即没有接受到公平有质量教育的儿童即为本文的处境不利儿童。处境不利儿童的教育状况为公平有质量学校管理改进提供现实依据。对西部十四县和L中学进行质性研究，发现如下结论：（1）西部农村寄宿制学校教育起点中的处境不利儿童有少数民族儿童、女童、贫困儿童、寄宿生和差生。导致这些儿童处境不利的社会资本机制有：社会层面制度社会资本建设不完善，政府和家长对学校办学质量不信任；社会层面关系社会资本建设落后，导致教育资源浪费和家长付出额外教育成本；学校层面制度资本建设存在严重问题，全纳教育理念没有在全校教职工中形成共识。（2）西部农村寄宿制学校教育过程中的处境不利儿童有少数民族儿童、留守儿童、女童、贫困儿童、差生、寄宿生等。导致这些儿童处境不利的社会资本机制有：班级层面制度社会资本建设落后，差生群体难以获得平等发展机会；班级层面关系社会资本建设不完善，差生群体被教师忽略；学校层面制度资本建设落后，女童、贫困儿童和少数民族学儿童难以获得全面发展机会，寄宿生和差生遭到严重体罚；社会层面制度资本建设落后，留守儿童缺少来自家庭的教育支持。（3）西部农村寄宿制学校教育结果中的处境不利儿童主要有少数民族儿童、差生、寄宿生、贫困儿童和留守儿童等。导致这些儿童处境不利的社会资本机制有：社会层面制度社会资本建设落后，学校、家庭和政府对辍学学生干预不够；学校层面制度资本建设不完善，差生和寄宿生丧失学习兴趣；班级层面关系社会资本建设落后，教师对辍学学生了解不足，学生社会情感技能发展受到忽视。总之，本研究表明：学校社会资本状况恶化了处境不利儿童的教育状况，增加了处境不利儿童的类型，扩展了处境不利儿童的范围。因此要想推动西部农村寄宿制学校公平有质量管理改进，可以通过积累学校社会资本的途径实现。

With achieving the goals of the compulsory education in China, equity and quality become an important subject in basic education. At the same time, the central government’s educational focus shifted to the western rural areas. In this context, the western rural boarding schools’ management improvement based on equity and quality has become very important. The concept of equity and quality school inherits the key ideas of Child Friendly School, and it pays attention to the disadvantaged children, and makes the social and emotional competence as a part of education quality. The Social Capital Theory developed and matured in the field of sociology, economics and political science. It has drawn a great deal attention, and studies have shown that it can guide the government, enterprises and universities effectively. According to the characteristics of equity and quality schools and the experience of Child Friendly School, we can conclude that the social capital theory can lead to school management improvement based on equity and quality.In order to make the social capital theory suit the field of school management, this study builds the basic connotation and the composition of school social capital as the theoretical foundation of the management improvement based on existing research. Moreover, this paper builds “equity and quality evaluation criteria “to define the disadvantaged children. Those who did not enjoy the equity and quality education are disadvantaged children. And the education status of disadvantaged children can provide the reality ground for equity and quality school management improvement. The data from 14 districts and the case of L middle school imply those conclusions as follows:(1) At the starting point of education, the minority children, girls, poor children, boarding children and students with poor academic performance are disadvantaged children in the boarding schools in western rural areas. The mechanism of social capital leading these children to being disadvantaged are as follows: the imperfect institutional social capitalin social level causes the government and parents mistrust the quality of school; the estrangement of relationship social capital on the social level leads to the waste of education resource and parents paying extra education cost; the institutional social capital on the school level affects the inclusive education concept being a consensus in the school faculty. Therefore, to improve the boarding schools in western rural areas, schools, the government and parents should work together to promote the school social capital.(2) At the process of education, the minority children, left-behind children, girls, poor children, students with poor academic performance ，boarders and so on children are the major disadvantaged children in the western rural boarding schools. The mechanism of social capital leading to these children being disadvantaged are as follows: owing to the limitation of institutional social capital on the class level, students with poor academic performance are difficult to obtain equal development opportunities; the relationship social capital on the class level leads to students with poor academic performance being overlooked by their teachers; the backward of institutional social capital on the school level affects girls, poor children and minority children‘s development opportunities, and the school satisfaction of the boarders and students with poor academic performance; the institutional social capital on the social level cuts down the left-behind children’s support from their families. Thus, teachers, principals and parents should cooperate so as to promote the schools’ equity and quality level.(3) At the outcome phase of education, the minority children, students with poor academic performance, boarders, poor children and left-behind children in boarding schools are disadvantaged children. The social capital which affects those children are as follows: lacking of institutional social capital on the social level, schools, familes and the government cannot make joint efforts to intervene the drop out students; the institutional social capital on the school level makes students with poor academic performance and boarders lose learning interest; relationship social capital on the class level leads to the teacher knowing nothing about dropout, and students’ social emotional competence being neglected. Therefore, if we want to promote the equity and quality management level, the government, principals, parents and teachers should accumulate the social capital together.In short, These disadvantaged children are affected by the school social capital seriously, so we can improve the social capital to protect their rights.