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Summary: In 2015, close to half the students who sat for the O-Levels either failed or only conditionally passed due to failing mathematics. In attempting to identify the causes behind poor academic performance and possible remedial measures, examining the importance of school-level resources in determining education outcomes is of substantial interest and policy relevance. Recognizing school-level factors that have a strong bearing on educational outcomes is also important in ensuring that scarce state funds are utilized efficiently. In this backdrop, this study investigates the impact of school-level resources—including student socioeconomic, school, teacher, principal, and provincial characteristics—on student performance at the O-Level examination.