Abstract

This study aims to determine the precise impact of student-level and school-level factors associated with third-grade students' language learning outcomes in four countries. The methodology was based on the analysis of ERCE-2019 data using Hierarchical Linear Models (HLM). The results highlight the importance of public and school policies such as: minimizing repetition; improving the quality and coverage of preschool; ensuring access to basic services and educational resources including notebooks and books; raising awareness about the need for teacher improvement; increasing parental involvement and opportunities for parents to complete their education; minimizing school violence; maximizing attendance; and training teachers in technology, interest in student welfare, classroom management, teaching organization, and learning support. Focusing on these priorities would help to balance the effect of the socioeconomic index of families and schools, as well as the inequities between rural and urban schools.

Keywords:
educational policies; international assessments; multilevel models; school effectiveness