The primary purpose of this study was to compare EGSECE achievementrnof students in government and non-government schools and examine thernrelationship of factors that affect EGSECE achievement. Besides it triedrnto examine the prediction of EGSECE with the six independent factorsrnparental involvement, homework, class size, school facilities, teacherrncompetency, and principal leadership. Five government and five nongovernmentrnsecondary school students were used in this study. Arnquestionnaire was applied to 362 student participants who completed arnquestionnaire that addressed characteristics analyzed for each group.rnThe 362 participants were randomly chosen to respond to items onrnparental involvement, homework, class size, school facilities, teacherrncompetency, and principal leadership. Data from the completedrnquestionnaires were reported using descriptive statistics and frequencyrndata. Major findings of the study were that the mean value for each ofrnthe independent variables of non-government schools was greater thanrnthe government schools, and the t-test computed revealed that there wasrnstatistically significant difference on EGSECE achievement betweenrngovernment and non-government schools in favor of non-governmentrnschools. Besides, the correlation of the independent variables to therndependent variable was low for both government and non-governmentrnschools EGSECE GPA. Parental involvement (t = 5.39, p < 0.01) and classrnsize (t = 3.12, p < 0.01) were positive predictors to studentsâ€™ academicrnachievement for government schools; and none of the predictor variablesrninfluence the achievement of EGSECE in non-government schools. Thernpredictor variables account for 13% of the variability in the criterionrnvariable