SCIENCE ACHIEVEMENT AND EDUCATIONAL PRODUCTIVITY - A HIERARCHICAL LINEAR-MODEL

Achievement test scores were analyzed in relation to individual- and s chool-level factors in a national sample of about 2,000 tenth-grade st udents participating in the Longitudinal Study of American Youth in or der to investigate the relative importance of school and individual fa ctors in the determination of science learning. Hierarchical linear an alyses showed that individual measures accounted for most of the varia nce. Previous achievement was the preponderant influence on subsequent achievement. Nonetheless, initial science attitude, instructional tim e, home environment, and exposure to mass media were also significant individual-level influences on science achievement.