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Abstract
This article analyzes the distribution of mathematics achievement among class, school, municipality, and state in Argentina. Data from the Year 2000, 6th-grade Primary School Census from the Minister of Education are analyzed using multilevel methodology. The results indicate that all levels of the education system are relevant and must be considered. If all levels are included, the school “raw” effect is much less (18%) than if they are not (31%). Prior academic performance and socioeconomic level of the individual pupil, plus socioeconomic composition variables, accounted for most of the performance distribution among school, municipality, and state levels. These kinds of variables do not explain significant inter-class differences inside the school. As a consequence, the class became the superior level with the larger proportion of the total unexplained variance (15%), while the school variation represents just 8,6% of that variation. Finally, unexplained inter-school and inter-class variation is still significant making it necessary to further investigate relevant schooling and classroom factors.
Notes
1. This condition has to do with the whole project at the National University of Quilmes. Anyway, the main results do not change much when classes with few pupils are also included.
2. Processing not shown here indicates that EDUC is the most significant predictor from other optional measures available: educational level of mother and father and average level of parent's education.
