This paper presents a descriptive case study of students’ proficiency in argumentative writing prior to receiving instruction. Data were collected from students at two purposefully sampled traditional denominational schools, a boys’ secondary and a girls’ secondary school in Trinidad and Tobago. Teachers asked students to write an argumentative essay on a topic that they felt was within students’ prior knowledge. However, analysis of those essays revealed that most students needed “intensive support”; only 5.7% of writers needed “some support”.

There is a lack of clarity on what quality education means and how it could be achieved. This study examines this question from the perspective of secondary school students in Jamaica and Trinidad. The study also sought to ascertain whether there were significant country, school type and gender differences in the students’ perceptions .A convergent mixed methods design was used for the research.

In Trinidad and Tobago, elementary school students transition to secondary schools after writing the Secondary Entrance Examination (SEA), which determines which school they are placed at. Up to 2013, that examination comprised summative assessment in Mathematics, English Language Arts, and Composition. During the period 2013 to 2016, however, a continuous assessment component (CAC) was introduced, requiring amongst other things, that students produce a portfolio of written pieces.