1 SCHOOL FACTORS EXPLAINING STUDENT ACHIEVEMENT: TESTING THE DYNAMIC MODEL OF EDUCATIONAL EFFECTIVENESS

This paper presents results of a longitudinal study in which 50 schools, 108 classes and 2369 Cypriot pupils participated. The study provides evidence about the validity of the dynamic model which: a) is multilevel in nature, b) is based on the assumption that the relation of some factors with achievement may be curvilinear, and c) defines relations among the effectiveness factors. Each factor is measured by taking into account five dimensions: frequency, focus, stage, quality and differentiation. The paper refers to the methods used to test the model at the school level by measuring school effectiveness in mathematics, language, and religious education. The findings of the study are presented. Implications for the development of the dynamic model are drawn