This study identified student and school-level factors associated with student achievement on the Ontario Secondary School Literacy Test (OSSLT), an examination that includes a student questionnaire examining home literacy practices. Linked student and school contextual data enabled the use of hierarchical linear modeling to complete the analyses and examine both student and school level effects. Fourteen student and three school level variables were found to be associated with students' reading achievement and twelve student and two school level variables were associated with writing. Significant variations between schools were also found for students with individualized education plans, English as a second language, or previous eligibility on the OSSLT. (Contains 3 tables and 3 notes.)