- Student background predictors combined to account for 25% of the student-level variation in science achievement, and each of the background predictor variables was a statistically significant predictor of student-level science achievement.
- Results indicate that females scored lower than males, Blacks and Hispanics scored lower than Whites, students on free or reduced price lunch scored lower than students not on free or reduced price lunch, ESOL students scored lower than non-ESOL students, and ESE students scored lower than non-ESE students.
- Reading and mathematics jointly accounted for an additional 58% of the student-level variation in science achievement.
- School predictors combined to explain 85% of the variation in average school science achievement.
- School racial and SES composition were not significant predictors of achievement