| Summary: | This study aims to analyze which student- and school-level context factors have a significant relationship with student achievement in the three competences assessed by PISA 2015 (Reading, Mathematics and Science) in Mexico. Through the use of multilevel modelling, we analyzed data from over 6 700 students from 189 schools, concluding that the factors with a higher impact on achievement are the average socioeconomic level of the school, having repeated a grade, and the grade the student is in at the time of the assessment. Likewise, through a logistic regression, the process variables related to school effectiveness were assessed, finding that only the following school-level ones had a significant impact: Teacher participation, Teacher support in science class, Teacher-directed science instruction.
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