澳門的高留級率下降是如何達成？以目前的澳門留級研究來看，一來缺乏教師視角的相關研究，二來，在留級改革過後，近年來少有文獻探討留級改革帶來的影響。由此，本研究選定一所澳門私立升學導向中學——百合中學為研究場域，邀請四位於百合中學任職的中學教師為研究對象，並採取質性研究為研究取徑，文件分析法及半結構深度訪談為蒐集資料的方法，以「百合中學」為例，探討留級規定的沿革和變遷，以了解教師在留級規定變遷下所採取的行動及挑戰，並以從公平性與卓越性角度評析以上學校與教師之作為。
本研究發現：
（一）在百合中學，校本評核規章中以「彈性化」、「個性化」為原則，為學校及教師留下彈性的操作空間，留級率下降的主要原因為多元評核的實施下紙筆考試的佔比下降，而教師亦會在採取不同的策略幫助提升學生成績，最後評核會議的把關亦變得寬鬆，高留級率便由此得到下降。
（二）當前教師對留級改革學生的轉變傾向於負面評價，學生的學術能力有所下降，學習態度亦有所下降，學生不再「怕留級」，因為他們清楚遊戲規則，學生的文化圖像變成——初中生的「走捷徑」以及高中生的「內卷」，教師擔心學生的競爭力會越來越低，教育體制變得過於保護學生成為「溫室的一代」。
（三）留級改革下，升學導向私立中學教師面對著不同的挑戰，即使清楚留級改革的副作用仍無力挽救，原因是教師存在一定慣性，進行教學及評核時受學校政策所制約，而非出自對學生的專業判斷，在成績主導的限制下無法利用多元評核下增進學生多元能力。
（四）當前留級改革更多是促進公平而降低卓越，為家長和學生提供了更多選擇，但改革的效率暫時只在數字上成功，在實際成效仍需繼續推動。

How was the reduction of the high retention rate achieved in Macau? Presently, Macau's research on student retention lacks a teacher's perspective. Additionally, there is a scarcity of literature discussing the impacts of retention reforms in recent years. As a result, this study selects a Macau college-bound secondary school, Lily High School, as its research site. Four teachers employed at Lily High School are invited to participate in this qualitative research. Data collection methods include document analysis and semi-structured in-depth interviews. This study employs Lily High School as a case study to explore the evolution and changes in retention regulations. It seeks to understand the actions and challenges faced by teachers under changing retention regulations, and it evaluates the school and teacher's practices from the perspectives of fairness and excellence.
The study findings are as follows: (1) At Lily High School, the school-based assessment regulations adhere to the principles of "flexibility" and "individualization," allowing flexibility in school and teacher operations. The primary reason for the reduction in the retention rate is the implementation of diversified assessments, leading to a decrease in the proportion of written exams. Teachers also employ different strategies to help improve student performance, and the scrutiny in the assessment meetings has become more lenient, resulting in a decrease in the high retention rate.
(2) Presently, teachers tend to have a negative assessment of the changes in students brought about by the retention reforms. Students' academic abilities have decreased, as have their learning attitudes. Students are no longer afraid of retention because they are well aware of the rules of the game. The cultural image of students has transformed into shortcuts during junior high school and overwork during high school. Teachers are concerned that students' competitiveness will decrease, making the education system overly protective of students, creating a "generation in the greenhouse."
(3) Under the retention reform, teachers in college-preparatory private schools face different challenges. Despite being aware of the side effects of retention reform, they are unable to remedy the situation. The reason lies in the insufficient instructional space available to teachers within the school. During teaching and assessment, teachers are constrained by school policies rather than exercising professional judgment based on students' needs. Under the dominance of grades, they are unable to utilize diversified assessments to enhance students' diverse abilities.
(4) Present retention reforms primarily promote equity while lowering excellence. They provide more choices for parents and students, but the efficiency of the reforms has only been successful in numerical terms, and their actual effectiveness still requires further advancement.

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