The dynamic model of educational effectiveness is multilevel in nature and refers to four different levels: student, classroom, school, and system. The teaching and learning situation is emphasised and the roles of the two main actors (i.e., teacher and student) are analysed. Above these two levels, the dynamic model also refers to school-level factors. School factors influence the teaching-learning situation by developing and evaluating the school policy on teaching and the policy on creating a learning environment at the school. The final level refers to the influence of the educational system through a more formal way, especially through developing and evaluating the educational policy at the national/regional level. This paper presents the basic assumptions of the dynamic model and clarifies the way the system factors are measured by taking into account the five measurement dimensions of the model (i.e., frequency, focus, stage, quality, differentiation). A framework that can be used to measure the system factors is provided by taking into account not only the content of the national policy but also the extent to which different school stakeholders are aware of the policy and act in line with it. Implications for the design of comparative studies are, finally, drawn.