Abstract
In this study, multivariate hierarchical ordinal linear modelling was used to compare the value-added contributions made by secondary schools in Trinidad and Tobago towards student achievement in Mathematics and English Language. Results revealed that value-added contributions by denominational or government-assisted schools to students with average or higher secondary entrance scores were indeed greater than corresponding value added estimates to government schools. However, there was some reordering in the school rankings, based on value added towards students with lower entrance scores. In addition to school type, differences in socio-economic status, sex, and age were shown to contribute significantly to explaining variations in student achievement at the respective schools.
Published Version
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