This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.
Centrum voor Onderwijseffectiviteit en -evaluatie. Afdeling Didactiek. Leuvens Instituut voor onderwijsonderzoek (LIVO)