decrease in TER for each one-unit change in that predictor’s unit of measurement. Complete results from multi-level analysis for all student and school-level predictors of TER are provided in appendix F. Table 2 Results for school-level predictors of TER School attribute Categories ß SE df Within-category Wald comparisons χ2 School sector Government Reference category 10.28 2 No sig. diff. between Catholic Catholic 2.50 0.98 and independent Independent 2.47 0.87 School location Not significant School demographics Size Continuous 0.30 0.10 13.80 1 SES Not significant Academic achievement Not significant Gender mix Coed Reference category 7.54 2 No sig. diff. between All male All-male 3.18 1.34 and All female All-female 1.85 1.18 LBOTE quartile No LBOTE Reference category 11.54 4 Sig. diff. between LBOTE Q1 and Q1 (lowest) 2.98 1.05 LBOTE Q3 Q2 1.30 0.99 Q3 0.38 1.08 Q4 (highest) 2.89 1.15 Resources and capacity size Not significant Student—teacher ratio Continuous 1 -0.45 0.11 18.16 Degree of teacher shortage Not significant Prop. certified teachers Not significant Prop. highly qualified teachers Not significant Primary resource base Not significant Quality of educ. materials Not significant Academic orientation Acad. pressure from parents Weak Reference category 11.09 1 Strong 2.33 0.70 Student selection criteria Not significant Use of streaming For some subjects Reference category 7.57 2 No sig. diff. between For all For all subjects 2.29 1.48 and subjects For For no subjects 2.98 1.24 no subjects Exposure to work More than half of Reference category 21.10 2 No sig. diff. students participate between Half or less of students Half or less of 4.82 1.06 and participate Not students participate offered Not offered 3.43 1.15 Continued next page School autonomy Resp. for resources Not significant Resp. for the curriculum Not significant Influence of business on the Not significant curriculum Providing for student needs Level of extracurricular Not significant activities Teacher vs counsellor-based Not significant career advice Perceptions of the school Not significant experience at the school
decrease in TER for each one-unit change in that predictor’s unit of measurement. Complete results from multi-level analysis for all student and school-level predictors of TER are provided in appendix F. Table 2 Results for school-level predictors of TER School attribute Categories ß SE Wald χ2 df Within-category comparisons School sector Government Reference category 10.28 2 No sig. diff. between Catholic and independent Catholic 2.50 0.98 Independent 2.47 0.87 School location Not significant School demographics Size Continuous 0.30 0.10 13.80 1 SES Not significant Academic achievement Not significant Gender mix Coed Reference category 7.54 2 No sig. diff. between All male and All female All-male 3.18 1.34 All-female 1.85 1.18 LBOTE quartile No LBOTE Reference category 11.54 4 Sig. diff. between LBOTE Q1 and LBOTE Q3 Q1 (lowest) 2.98 1.05 Q2 1.30 0.99 Q3 0.38 1.08 Q4 (highest) 2.89 1.15 Resources and capacity size Not significant Student—teacher ratio Continuous -0.45 0.11 18.16 1 Degree of teacher shortage Not significant Prop. certified teachers Not significant Prop. highly qualified teachers Not significant Primary resource base Not significant Quality of educ. materials Not significant Academic orientation Acad. pressure from parents Weak Reference category 11.09 1 Strong 2.33 0.70 Student selection criteria Not significant Use of streaming For some subjects Reference category 7.57 2 No sig. diff. between For all subjects and For no subjects For all subjects 2.29 1.48 For no subjects 2.98 1.24 Exposure to work More than half of students participate Reference category 21.10 2 No sig. diff. between Half or less of students participate and Not offered Half or less of students participate 4.82 1.06 Not offered 3.43 1.15 Continued next page School autonomy Resp. for resources Not significant Resp. for the curriculum Not significant Influence of business on the curriculum Not significant Providing for student needs Level of extracurricular activities Not significant Teacher vs counsellor-based career advice Not significant Perceptions of the school experience at the school Not significant
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