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This study’s objective is to examine school performance gaps according to gender on a global scale. After exploitingthe data of the Program for International Student Assessment (PISA) of 2015, we can see inequalities of students’achievements between countries and within every country, by mobilizing a multilevel modelling. Resorting to thistype of modelling has allowed more robustness, as opposed to the OLS estimator, which doesn’t take data hierarchyinto consideration. Our results generally reveal that gender has a significant impact on school performance. Thus,girls perform a lot better than boys when it comes to reading, while boys perform better than girls in mathematicsand science. Our thinking and analysis are made in the context of the verification of hypotheses on a global scale, inorder to draw innovative and coherent conclusions. This contribution can also be a line of research to verify otherhypotheses that are linked to the deciding factors of inequalities of students’ achievements.

The main purpose of the present article is to highlight the major factors affecting Moroccan students' outcomes in the second year of college (8th grade) and the sixth year of primary school (6th grade) using the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) (2011) databases compiled by the International Association for the Evaluation of Educational Achievement (IEA). The use of a multilevel approach is appropriate in our case study because it enables us to deal with the hierarchical structure of the data at two levels. The two levels in our case study are the student level and the school level. The method of Multiple imputation by chained equations (MICE) was applied to impute missing values contained in the student background, home, and school data files, and the endogeneity problem that results from the use of multilevel modeling was solved using the Hausman-Taylor instrumental variables estimator. The results show that Moroccan students' outcomes are impacted by individual as well as contextual characteristics. More precisely, the index "school emphasis on academic success," which is related to information about the student, parents, teachers, curricula, and educational goals, seems to play a key role in explaining Moroccan students' academic performance. Keywords: student's outcomes, TIMSS, PIRLS, multilevel modelingCite This Article: Mariem Liouaeddine, Mohammed Bijou, and Faîrouz Naji, "The Main Determinants of Moroccan Students' Outcomes

This study investigates the determinants of firm's innovation in Morocco using data from the World Bank Enterprise Surveys among 1,096 enterprises for the year 2019. Using probit regression model, the results show that firm size, formal training, and informal sector competition are the main drivers of product, process, R&D investment, and foreign certification innovation. Furthermore, foreign ownership and the exporter status also significantly impact firms' innovation. The results indicate that small and medium-sized enterprises are less likely to innovate compared to large firms, and firms in the manufacturing sector are more likely to innovate compared to service sector firms. The findings of this study can be used by enterprises to develop effective strategies for innovation and by policy-makers to enhance the competitiveness of the Moroccan economy.

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