Assessing the Performance of Moroccan Secondary Schools Using Value-Added Indicators (VAIs): A Case Study of the Tangier–Assilah Provincial Directorate

Abstract

The purpose of this article is to evaluate the performance of Moroccan high schools using value-added indicators (VAIs), in order to overcome the limitations of traditional performance measures and provide a fairer assessment that takes into account students' initial characteristics.

The study highlights the relevance of value-added indicators as a more appropriate tool for evaluating school performance, drawing on data from high schools under the Tangier-Assilah Provincial Directorate.It proposes a two-dimensional value-added model adapted to the Moroccan context, based on value-added for graduation (VA-graduation) and value-added for distinction (VA-distinction). It also compares traditional school rankings with those derived from value-added indicators and introduces a typology of high schools based on the combined analysis of these two indicators.The results show that value-added indicators make it possible to distinguish the performance genuinely attributable to schools' educational contribution from that explained by students' initial characteristics, thereby providing a fairer and more accurate assessment of school performance.