摘要：AbstractThis paper examines what factors and the extent to which they contribute to differences in reading and mathematics achievement among Year 5 students in Vietnamese schools. The data were obtained from 59,601 students involved in a 2007 national year 5 survey of student achievement. The data were analysed using hierarchical linear modelling - HLM (Raudenbush, Bryk, Cheong and Congdon, 2004). 24 variables relating to student, school and province characteristics were found to have significant associations with student achievement. The important influences on mathematics achievement were:School mean of parent average years of educationStudent family possession indexStudent parents’ average years of educationStudent enrolment in full day school program.
