Abstract
Problems associated with the analysis and interpretation of aggregated data in school effects research are discussed. The multilevel character of school effects research is described. Data from the IEA Six-Subjects Survey of Science Achievement in Australia are used to illustrate the differences in between-student and between-school models of the factors influencing student achievement. The conceptual and statistical aspects of selecting the appropriate unit of analysis are discussed. Recommendations are given for collecting and analysing data in future large-scale investigations of schooling.
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