Factors affecting Grade 3 student performance in Ontario: A multilevel analysis

摘要: This study uses an ecological conceptual approach to examine factors influencing academic performance of Grade 3 students in Ontario. The data come from Ontario’s Education Quality and Accountability Office (EQAO), which administered Ontario-wide standardized tests some 115,000 English-speaking more than 3,200 schools 1997. EQAO also surveys that provided information about students, their classrooms, families. Information neighbourhoods was obtained by linking school catchment areas with census socio-economic status (SES) characteristics. Multilevel regression analyses were used because the nested structure data. While individual student characteristics accounted for majority variation test scores, a surprising 33% total associated classrooms schools. suggests teachers, are important achievement. At level, girls outperformed boys, higherSES backgrounds performed better those lower-SES backgrounds, parents involved at non-involved parents. Class-level variables positively affected included lower numbers classroom experienced teachers who comfortable curriculum. achievement higher located higher-SES neighbourhoods, urban rural These results suggest policies aimed improving elementary should be informed understanding contextual make difference educational outcomes.