The importance of the opportunity to learn (OTL) effect on student learning achievements at different levels of the education system has been one of the most prolific educational research lines. In this study, the relationship between the opportunity to learn (OTL) and the performance in Science on the PISA 2015 Argentina data is investigated. By OTL is understood the ability to understand instruction, the student's willingness to participate actively in learning and the quality of instruction. The control variables are the socio-economic levels of the student and the school, and the available school resources. The indicators are constructed based on the questionnaires applied to the student and to the principal. The data is analyzed with multilevel models with two levels (student and school). The results indicate that there is an important institutional segmentation in the OTL, and such segmentation acts almost exclusively as an intermediary of the socio-economic segmentation effect of the educational system. At the student level (intra-school), the OTL indicators show an important effect even if it is adjusted by the socio-economic student level.
https://doi.org/10.15366/reice2020.18.3.005