<p>Cognitive achievement among children can be influenced by various factors. Including biological factors (health condition, nutritional status), socio economic factors (parental educational level, and home environment), educational factors including access to quality preschool programs, teacher’s quality, school environment and etc. This study aimed to examine the variation in children’s cognitive achievement and explore its association with their multidimensional factors in Ethiopia, using data from the Young Lives study. Multivariate multilevel modeling was applied for three response variables and identified the predictor variables that were significant for the response variables. The study suggests that the multivariate multilevel random coefficients model best fits the data for the three indicators of cognitive achievement skills score. Based on the results of random slope multivariate multilevel modelling, place of residence, region, mother educational level, household size, access to electricity, school type, and height for age z-score were factors identified to be significantly affecting cognitive achievements for the three indicators of the students. From the results of Intra Correlation Coefficient, 17.6%, 30.7%, and 37.3% of the variability in the cognitive achievement in mathematics, reading, and Peabody vocabulary skill score is attributable to differences between schools, respectively, and the others were accounted to the within students.</p>