This study focused on the performance of students from traditional and nontraditional high schools in Jamaica and the value-added to student outcomes. The student considers issues of excellence and equity as it relates to the student's performance. An extant database was used with student examination results for the Grade Six Achievement Test (GSAT) and Caribbean Secondary Examination Certificate (CSEC) from 2001 to 2019. The study used three value-added models in the analysis. The CSEC Quality Score was the outcome variable used for all three models, with the GSAT score being the main predictor and sex, GSAT cohort, parish, and percent of students achieving the CSEC certificate being the control variables. The study found that students at nontraditional high schools generally had lower outcomes than expected based on their GSAT performance. Analyzing school performance using value-added methods allowed for a reexamination of what excellence means for schools and allowed some schools to shatter the perception of being of low quality. The results yield educational policy, practice, and parental high school choice recommendations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]