Author Description

This study uses the results of the Programme for International Student Assessment (PISA) to examine differences in reading achievement between Canada and the United States. The aims of the study are to: examine the distribution of scores in Canada and the United States, overall and at the student and school levels; estimate the socioeconomic gradients associated with reading performance in each country, and the relationship between reading performance and socioeconomic status within and between schools; examine the variation among schools in each country, and the relationships between reading performance and socioeconomic status; compare family and schooling inputs and reading performance for different sectors of schools in each country.