**Tab1e** of Contents

|I<br>.<br>INTRODUCTION**.**<br>**.**<br>.<br>**.**<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>1|
|---|
|Background<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**,**<br>**.**<br>**- *.****<br>edrdt<br>***1 ***|
|<br>Expansion and Quality inSecondary Education**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>2|
|Context of the Study . . . . . . . .<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>. .<br>6|
|**II.**RESEARCH<br>DESIGN**..**<br>***.*..**<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>7<br>|
|Sample........<br>**.**<br>....<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>**8**|
|Variables<br>. .<br>...........<br>**.**<br>**.**<br>**..**<br>**.**<br>**.**<br>**.**<br>.<br>.<br>10|
|Methodology<br>**.......**<br>. . ...<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>12|
|Descriptionof**Sample**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**...**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>13|
|III. THE PROGRESSION TOWARD 'F:NAL' MODELS FOR ZJC ENGLISH AND|
|MATHEMATICS ACHIEVEMENT<br>.<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>.<br>18|
|BACKGROUND MODELSt ADJUSTING FOR INTAKE . .<br>. . . .<br>. . . . . . . . . . .<br>20|
|Model As The Variance Components of Grade 7 Scores ...**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>.<br>20|
|Model1S TheVariance Components of ZJC Scores**.**<br>.<br>**...**<br>**. ..**<br>**.** .<br>20|
|Model 2: Controlling for Grade 7 Scores.<br>. . . . .<br>. . . . . .<br>.<br>21<br>|
|Model 2as Allowing the Grade 7 Intake Variable to be Random at the|
|SchoolLevel (for English).<br>. . . . . . .<br>. . . . . . .<br>22|
|<br>Model 3s Schooltype Differentiation.<br>**.**<br>**.**<br>**.**<br>**..**<br>**.**<br>**...**<br>**.**<br>**...**<br>**.**<br>.<br>22|
|Models 4 and 5: Controlling for the Sex of the Pupils .<br>.<br>.<br>.<br>. . .<br>26|
|WHICHVARIABLES TO CHOOSE?<br>**...**<br>**,...**<br>.<br>.........<br>.<br>.<br>**.........**<br>.<br>26|
|Testing Class and School Level Variables for Possible Inclusion.<br>**.**<br>26|
|Unsuccessful Models<br>.... . .<br>. . . . .<br>.<br>**...................**<br>**....**<br>28|
|TEXTBOOKS, TRAINED TEACHERSAND TEACHER TURNOVER.<br>. . . . . . . . .<br>. .<br>29|
|Model<br>6: The Availability of Textbooks**.**<br>. . .<br>**. .**<br>**..**<br>.<br>.<br>.<br>.<br>.<br>.<br>30|
|Model 7t The Percentage of Trained Teachers in Secondary Schools.<br>.<br>33|
|Model8sTeacher TurnoverinSecondary Schools.<br>.<br>.<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>.<br>.<br>.<br>34|
|THE EFFECT OF DIFFERENT COMBINATIONS OF THE SCHOOL LEVEL VARIABLES:<br> <br>|
|THESEARCH FOR THE 'BEST' MODEL.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>**.**<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>34|
|Models 9,10and11.<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>.<br>.<br>35|
|THE'FINAL' MODELS FOR ZJC MATHEMATICS AND ENGLISH ACHIEVEMENT:|
|COMPARISON WITH THE RESULTS OF THE 1985 STUDY<br>36|
|<br>.<br>. . . . . . . .**.**<br>. . .<br>|
|IV. THE MOST ANDTHELEAST EFFECTIVE SCHOOLS AND CLASSES IN ZJC|
|<br> <br>40|
|MATHEMATICS AND ENGLISH<br>..9.9.9......................... . . . **.9**.<br>|
|**V.**CONCLUSION<br>**.**<br>**.**<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>**.**<br>.<br>**50**|
|REFERENCES<br>.<br>.<br>.<br>.<br>**.**<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>.<br>**.**<br>.<br>.<br>.<br>53|

Abby Riddell **is** an zducation Researcher at the Harvard InstitutS for International DovelopPMOnt; Levi Nyagura is a professor of Education at **the** University of Zimbabwe.