This article presents an empirical research whose objective is to create a Schooling Effectiveness Model, as a necessary first step of a new school efficiency theory. A secondary analysis is developed, by means of Multilevel Modeling, regarding a nationwide evaluation sustained by Spanish elementary school students.
Following a revision of the different models for school effectiveness developed up to date, an describing the study’s methodology, this article complies the results of the investigation, looking, at first, at the empirical model and global school effectiveness. Taking this as a starting point and in an effort to find a relationship between school and classroom factors, an analytical model for schooling effectiveness is proposed. Such a model can be used as a tool both for decision making and further investigations.