Evaluation of Secondary School through the Attahadi Programme in Morocco: Quantitative analysis

Background/purpose. Improving the quality and equity of secondary education remains a key challenge in Morocco. This study examines the impact of the Attahadi program on students’ academic performance and perceptions of evaluation through the lens of personal epistemology. Using a longitudinal, quasi-experimental design with repeated measures (2016–2022), program effects were estimated with a difference-in-differences (DiD) approach, complemented by robustness checks and subgroup analyses on a sample of 1,200 students from Attahadi and comparable schools. The study is based on an advanced scientific methodology incorporating sophisticated data analysis and econometrics. Quantitative analyses were carried out. Where we identify the direct causal effect of the program, neutralizing potential biases and confounding factors specific to observational studies.

Materials/methods. Our study adopts a longitudinal design with repeated measurements over three years, allowing the individual progression of students to be tracked over time. The analytical protocol was applied from data preparation through in-depth statistical validations to final interpretation of results. The results of this study inform future educational policy decisions, grounded in solid empirical evidence.

Results The results of the research reveal a significant positive effect on average grades (DiD = 0.664, p < .001), with stronger gains among students from low socio-economic status (SES) backgrounds and comparable benefits across genders. Students also reported favorable perceptions of fairness, clarity, and usefulness of evaluation practices.

Conclusion. This study is a strong reminder that constitutes a fundamental political and social act of education systems. It provides a platform for collective and informed reflection on how the school can, and should, respond to the legitimate aspirations of young Moroccans. This reflection must be carried out in a constant spirit of seeking equity, improving quality, and promoting social justice, which are essential conditions for sustainable and inclusive human development.

Keywords: Evaluation of the ATAHADI program, scientific model, secondary education, students

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