Stability of socio-economic gaps in mathematics and science achievement among Canadian schools

Using Canadian data from the Third International Mathematics and Science Study, I have examined the stability of within-school socio-economic gaps in mathematics and science achievement. Student characteristics had significant effects on student achievement. School characteristics were at most marginally related to school average achievement and had no effect on within-school socio-economic gaps. Within-school socio-economic gaps were highly correlated between mathematics and science, and this correlation was not affected by student and school characteristics. School average achievement was not correlated with within-school socio-economicgaps, and this relationship was not affected by student and school characteristics.