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Linked student and school contextual datasets were analyzed using hierarchical linear modeling to estimate effects at both levels. Fourteen student and three school variables were associated with reading, while twelve student and two school variables were associated with writing, with meaningful school differences for individualized education plan status, English as a second language, and prior OSSLT eligibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contextual-and-school-factors-associated-with-achievement-on-a-high-stakes-examination/596450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contextual-and-school-factors-associated-with-achievement-on-a-high-stakes-examination/596450.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assessment is the study focused on?","Question",{"text":112,"@type":113},"The study focuses on the Ontario Secondary School Literacy Test (OSSLT), which includes a student questionnaire about home literacy practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which modeling method is used to analyze the data?",{"text":117,"@type":113},"The study uses hierarchical linear modeling to examine both student-level and school-level effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of variables were found to relate to reading and writing achievement?",{"text":121,"@type":113},"Fourteen student and three school variables were associated with reading, and twelve student and two school variables were associated with writing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596450,1792210889,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CONTEXTUAL AND SCHOOL FACTORS ASSOCIATED WITH ACHIEVEMENT ON A HIGHȬSTAKES EXAMINATION  \nDon A. Klinger, W. Todd Rogers, John O. Anderson, Cheryl Poth, & Ruth Calman  \nThis study identified student and schoolȬlevel factors associated with student achievement on the Ontario Secondary School Literacy Test (OSSLT), an examination that includes a student questionnaire examining home literacy practices. Linked student and school contextual data enabled the use of hierarchical linear modeling to complete the analyses and examine both student and school level effects. Fourteen student and three school level variables were found to be associated with students’reading achievement and twelve student and two school level variables were associated with writing. Significant variations between schools were also found for students with individualized education plans, English as a second language, or previous eligibility on the OSSLT.  \nKey words: hierarchical linear modeling, literacy testing, achievement, education factors  \nDans cette étude, les auteurs ont identifié les facteurs élèves et niveaux scolaires associés au rendement scolaire dans le Test de compétences linguistiques del’Ontario, un examen qui comprend un questionnaire pour les élèves au sujet deshabitudes en matière de littératie à la maison. Des données reliées aux élèves et au contexte scolaire ont permis l’utilisation d’une modélisation linéaire hiérarchique en vue de compléter les analyses et d’étudier les effets quant aux élèves et aux niveaux scolaires. Les auteurs ont établi que quatorze variables ayant trait aux élèves et trois ayant trait aux niveaux scolaires étaient associées au rendement des élèves en matièrede lecture et que douze variables ayant trait aux élèves et deux ayant trait aux niveaux scolaires étaient associées à l’écriture. Des écarts importants entre les écolesont également été notés chez les élèves ayant des programmes pédagogiques sur mesure, inscrits en anglais langue seconde ou déjà admissibles au Test decompétences linguistiques des écoles secondaires de l’Ontario.  \nMots clés : modélisation linéaire hiérarchique, test de compétences linguistiques, rendement scolaire, facteurs pédagogiques  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 771Ȭ797  \nPolicy frameworks that include largeȬscale assessments have been constructed to make judgments about what students know or can do, provide appropriate student guidance, and, increasingly, measure school performance (Delandshere, 2001; Ryan, 2002) . In Canada, provincial governments use the results to report on such interests and to support interventions intended to improve them. The use of such assessments for the purposes of system accountability has been a more recent trend (Firestone, Mayrowetz, & Fairman, 1998; Ryan, 2002) . One expression of the accountability framework is a response to the fear of declining standards combined with a concern for inequalities in students’opportunities to learn (Mazzeo, 2001) . A second expression of accountability is associated with responsibility and reform (Ontario Royal Commission on Learning, 1994) . Within this framework, educational accountability requires the availability of accessible and interpretable information about program quality and efforts to improve or maintain it. Such educational accountability frameworks are predicated on the belief that assuring quality of student performance is a key priority and that accountability can be used to support educational reforms and monitor and enhance student progress and school performance.  \nGiven the emerging accountability frameworks, and the call for data Ȭ based decisionȬmaking in education, there is a complementary desire to use largeȬscale assessment data to provide information to guide instructional and policy decisions leading to system improvement and growth. These data can be a rich source of information that, with the appropriate analyses and interpretation, lead to better understandi","cbCaimquJEe6hSiN","https://ap.wps.com/l/cbCaimquJEe6hSiN","pdf",214585,27,"English","# Study overview\n## OSSLT and contextual data\n## Hierarchical linear modeling results","[{\"question\":\"What assessment is the study focused on?\",\"answer\":\"The study focuses on the Ontario Secondary School Literacy Test (OSSLT), which includes a student questionnaire about home literacy practices.\"},{\"question\":\"Which modeling method is used to analyze the data?\",\"answer\":\"The study uses hierarchical linear modeling to examine both student-level and school-level effects.\"},{\"question\":\"What kinds of variables were found to relate to reading and writing achievement?\",\"answer\":\"Fourteen student and three school variables were associated with reading, and twelve student and two school variables were associated with writing.\"}]","CONTEXTUAL AND SCHOOL FACTORS ASSOCIATED WITH ACHIEVEMENT ON A HIGH-STAKES EXAMINATION | PDF",1792083104,68]