Abstract
The objective of this paper is to evaluate empirically the impact of elementary school related factors on the academic achievement of Montreal francophone children. Using a threeequation model we seek to explain simultaneously the level of achievement in mathematics and French and the self-concept of the students in our sample. The individual student is the basic unit of the model. The model includes numerous explanatory variables concerning personal characteristics of students, socioeconomic background of the student, and schoolrelated factor variables. More specifically, school effects are defined in terms of not only structural components of the school setting but also teachers' and administrators' objective characteristics, specific educational interventions in a low-income area, and attitudinal variables. The data used in this paper originate from a two-year longitudinal sample concerning about 3,000 students. A logistic functional form is specified, and two-stage least square techniques are used for estimation.
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