Predictors of Achievement in Basic Skills: A Canadian Effective Schools Study

What factors beyond social class account for between-school variation in achievement? We examined this question by analyzing the school-by-school achievement test results in language arts and mathematics for Grades 3 and 6 in all elementary schools of the Calgary Board of Education. Social-class variables (average family income of the catchment area of each school and a social-adversity index) explained up to 45% of the variation in achievement tests. Characteristics of the student body (mainly the relative absence of English-as-a-second-language and special-needs students from the tests, and the amount of parent involvement) together explained an additional 6%-11% of the variation. School-based variables (particularly teachers' years of experience and principals' positive attitudes to the tests) explained a further 3%-6% of the variation, after the other factors had been allowed for. Variables that seemed to have no practical effects on achievement included class size.