Abstract
ABSTRACT The education system is drawn in opposite directions both in research and in practice: Outcome-based evaluation and achievements on the one hand and values-based education on the other. The research and theory on the topic is also divided. Values based education is supported almost exclusively by theoretical arguments and qualitative research while achievement is supported by quantitative studies. This study is an attempt to bridge these divides by quantitatively studying values-based education. Data from 3,023 students in a religious education network’s high schools in Israel revealed that high-school students placed most emphasis on the human factors at school and in the community. Close relationships between the school and the community and dialogical relationships based on faith and caring predicted identification with the school’s values. The role of discipline, which is commonly viewed as a prerequisite to any educational effort, was greatly reduced and did not predict success.
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