《科尔曼报告》是产生于美国六十年代末期的一项教育研究，至今已经有40多年的历史。但时至今日这份研究报告在教育研究史上仍然占有十分重要的位置。这份产生于民权运动和学校改革过程中的研究报告，不仅丰富了教育机会均等的内涵，同时也为教育研究者开拓了新的研究视角和研究方向。更为重要的是，科尔曼等人1967年递交国会的《科尔曼报告》开启了学校效能研究的大门，并且随着社会背景和教育改革的变化，这份研究也不断调整研究重心和深化研究内容，在很大程度上反映了当时教育效能研究的发展趋势。本文主要从学校效能的角度来解读《科尔曼报告》，从而更好地了解《科尔曼报告》及所处时代教育研究的发展轨迹。本文主要有导言和正文构成。导言部分主要包括选题缘由与意义、文献综述及研究思路和研究方法等。正文主要由四部分构成，其中前三章是关于《科尔曼报告》的产生及后期发展。第一章是《科尔曼报告》的产生的背景。本章主要在考察20世纪六十年代历史背景的基础上，探讨学校教育受到的各种威胁以及《科尔曼报告》产生的原因。笔者尝试从学校教育的危机和处境入手，为之后的学校效能问题进行铺垫。第二章是分析《科尔曼报告》的研究结果及其后续研究中关于学校效能的观点。本章主要从报告本身、报告所引发的学校效能的争论以及科尔曼本人对学校效能发挥的思考等三个方面来详细阐释，分析这一时期学校效能的研究重心和研究内容。第三章介绍《新科尔曼报告》对于学校效能的进一步研究。本章主要介绍在70年代末80年代初社会变革和教育改革重心发生变化的情况下，《新科尔曼报告》的研究重心、研究内容方面的调整以及关于学校效能问题的进一步思考，并总结了《科尔曼报告》中对学校改进所提出的改革建议。结语部分是《科尔曼报告》关于学校效能的研究轨迹、影响及启示。笔者试图对报告不同时期的研究重心和研究内容进行回顾，最后针对《科尔曼报告》中关于学校教育的问题所引发的一些思考进行总结。

Coleman Report, which is delivered in 1960s, has lasted for more than forty years, and it still attaches a great importance to the history of educational research. This research not only enriches the definition of the equality of educational opportunity, but also gives birth to the new perspective and direction for the educational research; what’s more, the 1966 Coleman Report puts the spark to the research on school effectiveness. In the following years, with the development of society and educational reform, Coleman Report make further study and give a deeper introduction on school effectiveness by adjusting research focus and contents. To some extent, these two researches reflect the trends and direction on the development of school effectiveness research.In this paper, the author tries to analyze the Coleman Report on the perspective of school effectiveness, so as to better understand the Coleman Report and the development of educational research. This essay includes the introduction and the main body. In the introduction, the author mainly introduces the significance of this research, the literary review and research method as well as research outline. While in the main body of this essay, the author tries to analyze the Coleman Report in three chapters, in the first chapter, it introduce the background of Coleman Report, aiming to figure out the potential problems of American education due to the social changes and the necessity of research of Coleman Report. In the second chapter, the focus is on the analysis of Coleman Report and the relative researches from the perspective of school effectiveness, as well as some ideas on the school effectiveness, which includes Coleman Report, the argument on the result of Coleman Report and some thoughts on school effectiveness from James Coleman. In the third chapter, it focus on the New Coleman Report in 1980s, it mainly introduce the deeper discussion on how to make school effective in New Coleman Report, and the new ideas on school effectiveness, as well as the suggestion for the school improvement in this new report. The last chapter is the conclusion part, the author make a review on the Coleman Report and talks about some implications of this report. It mainly talks about the changes of the research focus and content in this two Coleman Reports, which to some extent reflects the development of school effectiveness research, and in the end, the author delivers her own opinions on the relationships of school, family and community implicated in the Coleman Report.