The Malta Primary Literacy Value-Added project : a template for value added in small island states?

Abstract

The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching at ages 9–10, the pupils in Maltese primary schools who were tested three years earlier, at ages 6–7. All primary schools in the island took part at both stages. Pupils were tested in both Maltese and English at both ages. In addition extensive data on pupils’ home background was collected at both ages and added to the individual test records. Some 4239 pupils had complete data at both ages. This paper reports the findings of analyses of the resulting data using multilevel modelling. Individualised reports were prepared for each school, taking account of all the background data collected, and a series of one‐to‐one sessions were held with representatives of all schools to discuss how these could be used to help improve the education provided. An anonymised example of a feedback report is given. The authors believe that, in addition to being of interest in its own right, this study can provide a template for other states to carry out a high quality study efficiently and relatively inexpensively, using the special resources of such communities.