School Factors Asociated to Learning in Mexican Elementary Education:
A Multilevel Analysis

This article has four main objectives: i) to assess schools’ general influence on Mexican primary-level students’ learning on mathematics and reading; ii) to specify the school factors which are responsible for this impact; iii) to explore differences in those factors’ effects according to schools’ socioeconomic context; and iv) to explore schools’ influence on inequalities related to gender and socioeconomic differences.

Using data form INEE’s “Pruebas Nacionales”, a hierarchical linear analysis was carried on. The main results show that: i) Mexican primary schools have a reduced influence on learning, compared with the impact of socioeconomic factors; ii) nevertheless, schools’ human resources, teachers’ stability in school, and classroom climate, show a positive relationship with learning; iii) school management, school climate, and opportunity to learn, showed almost no relationship with learning; iv) the strength of some of these correlations varies according to the schools’ socioeconomic context; v) there are statistically significant differences among schools, with respect to the impact of pupils’ socioeconomic status and gender.

Key words

Education quality and equity, school factors related to learning, hierarchical linear models.

Complete text

Full text HTM

Full text PDF


Blanco, B. (2008). Factores Escolares Asociados a los Aprendizajes en la Educación Primaria Mexicana: Un Análisis Multinivel. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(1), pp. 58-84. Cited (Date).