The ICCS assessment framework (Schulz et al, 2008) posited that civic and citizenship education outcomes may be influenced by factors at different contexts levels (e.g. schools or classrooms). ICCS collected data on different aspects of school and classroom climate, student involvement in decision making processes at school, student participation in school-based civic activities in the community (Schulz et al, 2010). Divided into three parts, this paper illustrates how the contribution of the schools to students’ civic knowledge and attitudes was analysed in ICCS 2009. The first part illustrates the constructs and variables included in the ICCS instruments (student, teacher and school questionnaires) and their relationship with findings of previous studies about civic and citizenship education and school effectiveness (Creemers & Kyryakides, 2008; Creemers, Kyryakides & Sammons, 2010). The second part of the paper presents some main findings for European countries regarding influence of the school context on student outcomes. Comparing them with results from other studies it will discuss the extent to which the school variables and the different ways they are collected show associations with learning outcomes. In its third part the paper will explore possible further analyses of ICCS data and present some examples of these analyses.