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Five student variables, seven class variables, and two school-level variables explain roughly half, three quarters, and about nine tenths of initial variability in language arts; mathematics shows about 40%, 60%, and 90% at corresponding levels. Findings indicate most variability lies at the student level and additional factors are needed. The text also reviews large-scale testing in Canada and motivates hierarchical linear multilevel modeling to avoid confounding across nested data levels.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-of-the-influence-of-selected-factors-on-performance-on-alberta-learning-achievement-tests/596448/",{"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/examination-of-the-influence-of-selected-factors-on-performance-on-alberta-learning-achievement-tests/596448.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which factors are examined as influencing grade 6 performance?","Question",{"text":112,"@type":113},"The study identifies student variables, classroom variables, and school-level variables as potential influences on performance in language arts and mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How much of the initial variability do factors explain in language arts and mathematics?",{"text":117,"@type":113},"For language arts, student, class, and school factors account for approximately 50%, 75%, and 90% of initial variability at their levels. For mathematics, the corresponding proportions are approximately 40%, 60%, and 90%.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is hierarchical linear multilevel modeling necessary?",{"text":121,"@type":113},"Because students are nested in classes and schools, separating level effects is needed to prevent student-level findings from being confounded by class- or school-level relationships.","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},596448,1792502245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"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","EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS  \nW. Todd Rogers, Xin Ma, Don A. Klinger, Teresa Dawber, Laurie Hellsten, Denise Nowicki, & Joanna  \nTomkowicz  \nIn this study, we identified factors that influence the academic performance of gradeȬ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 percent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level.  \nKey words: school effectiveness, hierarchical linear multiȬlevel modeling, largeȬscale testing  \nDans cette étude portant sur le système scolaire d’une grande ville, les auteursidentifient les facteurs ayant une incidence sur le rendement scolaire d’élèves de 6e année en langue (anglais) et en mathématiques. Pour le domaine de la langue, cinq variables ayant trait aux élèves expliquent environ la moitié de la variabilité initiale quant aux élèves, sept variables ayant trait à la classe expliquent environ 75 % de lavariabilité initiale quant aux classes et deux variables ayant trait à l’école, environ 90 % de la variabilité initiale quant aux écoles. En mathématiques, sept variables ayant trait aux élèves, cinq ayant trait aux classes et trois aux écoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilité initiale. Pris en bloc, les résultats révèlent que la majeure partie de la variabilité se situe au niveau des élèveset que d’autres variables doivent être identifiées afin de mieux expliquer la variabilitéà ce niveau.  \nMots clés : efficacité de lȇécole, régression hiérarchique multiple, tests communs.  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 731Ȭ756  \nWithout doubt, largeȬscale achievement testing is being used today to monitor the quality of education in schools throughout Canada. At the provincial level, nine of the ten provinces have largeȬscale achievement testing programs. At the national level, all the provinces and territories participate in the national PanȬCanadian Education Indicators Program (PCEIP, formerly SAIP) and the Programme for International Student Assessment (PISA) . At the same time, increasing attention has been paid to determining student, classroom, and school factors that influence the performance of students (FitzȬGibbon, 1998; Ma, 2001; Mandeville & Anderson 1987; Raudenbush & Byrk, 2002; Rumberger, 1995; Willms, 1992) .  \nRelevant studentȬlevel factors include gender, prior performance, and family characteristics such as socioȬeconomic status. For example, gender differences appear to be subject specific: males outperform females in mathematics and science, while females outperform males in reading and writing (Battistich, Solomon, Kim, Watson, & Schaps, 1995; Beller & Gafni, 1996; Sammons, West, & Hind, 1997) . Willms (1992) pointed out the essential roles of both prior performance and socioȬ economic status when studying factors that influence student and school performance. Rogers, Wentzel, and Ndalichako (1997) found that prior performance accounted for 40 per cent to 50 per cent of the variance in performance in language arts and mathematics at the gradesȬ3 and Ȭ6 levels. Lytton and Pyryt (1998) described socioȬeconomic status as the“most ubiquitous and significant influence on achievement found in almost all investigations”(p. 282) of student achievement. They found that between 35 per cent and 50 per cent of the variability in the achievement of elementary school students was attri","cbCaiopPf1O1yhPz","https://ap.wps.com/l/cbCaiopPf1O1yhPz","pdf",201465,26,"English","# Introduction\n## Large-scale achievement testing in Canada\n## Student-level factors\n## Classroom and school-level factors\n## Need for multilevel modeling","[{\"question\":\"Which factors are examined as influencing grade 6 performance?\",\"answer\":\"The study identifies student variables, classroom variables, and school-level variables as potential influences on performance in language arts and mathematics.\"},{\"question\":\"How much of the initial variability do factors explain in language arts and mathematics?\",\"answer\":\"For language arts, student, class, and school factors account for approximately 50%, 75%, and 90% of initial variability at their levels. For mathematics, the corresponding proportions are approximately 40%, 60%, and 90%.\"},{\"question\":\"Why is hierarchical linear multilevel modeling necessary?\",\"answer\":\"Because students are nested in classes and schools, separating level effects is needed to prevent student-level findings from being confounded by class- or school-level relationships.\"}]","Examination of the Influence of Selected Factors on Performance on Alberta Learning Achievement Tests | PDF",1792083099,66]