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SESSION 1–CHEMISTRY C107
SESSION 1 – CHEMISTRY C107
School In The New Europe: The Malta Value-Added Study
Value-added analyses are increasingly used as a method of studying the extent schools make a difference to the performance of their pupils. Schools differ substantially in the mean examination performance of their pupils, but it is widely considered that this is more due to differences in their intake than in the schools’ efforts. Value-added analyses compare the pupils’ performance after allowing for these differences. Ideally such analyses take account of performance at entry, but where this is not available, home background variables have been used. Value-added and school effectiveness analyses have been carried out in a large number of countries, but ones which managed to allow for performance at intake have largely been confined to Western Europe, North America and Australia.
This paper describes a value-added project carried out by the Literacy Unit of the University of Malta, the Education Division of Malta and the National Foundation for Educational Research looking at progress in literacy in Malta between Year 2 (age 6 years 2 months to 7 years on month) and Year 5 (age 9 years 2 months to 10 years one month). Maltese and English, are considered. All of the 99 schools on the island have been involved in the project, and useable longitudinal pupil data is available for 96 of these for some 5000 pupils. Data has been collected on performance in literacy in both languages at each age, as well as a wide range of parental background information, including language spoken at home and employment and occupation for both parents. This has enabled a particularly full implementation of value-added, making allowance for performance at intake as well as home and school factors. Results of multilevel analysis of the data for the two languages are described, showing the impact of a number of parental characteristics, and changes in these.
The project has considered the effe
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