Home and School Effects on Science Achievement of High School Students in Israel

Home and school effects on science achievement in 12th-grade students in Israel were studied within the framework of the Second International Association for the Evaluation of Educational Achievement (DEA) Science Study. Home variables were considered as fixed, whereas school variables were considered as alterable. The home environment had a significant effect on achievement. Although the quantity of instruction-designated in this study as opportunities to learn-had substantial effect, the quality of instruction had only small detectable direct effects. A third type of variable that may be regarded as a school-home blend was identified and designated as personal. Interest and motivation, representing this third type of variable, was a strong correlate of achievement. Because this variable can be influenced by school conditions and by teachers, it is considered as alterable and is recommended as a focus for educators’ attention.