This study is an extension of a previous methodologically exploratory study which established several multilevel value-added models to identify how different student and school factors influenced student English reading attainment in the nested school structure. The present study moved a step further to compare effectiveness of the models and determined the one most efficient at estimating school effects on adding value to their students' English reading ability from Secondary 1 to Secondary 6. Effectiveness of the most parsimonious model at presenting and interpreting the substantive findings was further tested using the same set of data. The data was collected from 3,993 students of 66 Hong Kong secondary schools in 2006. Students' English ability was tested at Form 1 intake and tested again at Form 6. The background information, such as student and school demographic and contextual factual data, was also collected. Partialing out influence from student and school level background factors, the relative progress made by students from different schools was compared. Specific findings on value-added effects of the schools are plotted thus providing distinctive graphic information. The findings will provide some insightful indications to the authorities and educational practitioners for student improvement and school effectiveness.

為配合香港在二十一世紀初的語文課程改革的發展，中國語言學系在2002年成立「小學中國語文教育伙伴協作計劃」小組，組員透過講座、工作坊等活動，讓小學語文教師掌握有關理論知識，進行校本語文課程規劃、教材建設，普通話教中文及評估的協作工作。

香港教育學院2012公布語文政策，當中要求中文主修學員離校前須考獲普通話水平測試二級乙等成績。為此，中國語言學系為中文主修學員提供兩個必修及一個選修普通話科目。惟語言學習要有成效，必須引導學員作自主和持久的練習。 本研究計劃發展的普通話網上自學平台，利用學院電子學習平台Moodle，設計一系列針對普通話水平測試的學習材料，供學員使用，達致自主和持久學習的目標。