This research investigates the links between some student and school factors and student performances in the French language examination of Quebec secondary V high school students in the Greater Montreal area, for two criteria of correction: syntax and punctuation, and spelling. By using a multivariate multilevel analysis, results indicate that the part of variation in student performances is responsible for about 75.0 % to student level and for about 25.0 % to school level for the whole population. We observe a differential effect of student and school factors regarding the criterion considered, and a greater homogeneity between the schools than between the students inside the school.