Policy Analysis and Program Evaluation
Attendance, Student retention, Secondary education, Curriculum evaluation, Enrolment rate, Completion rate, Vocational education and training, Academic achievement, Secondary school students, Secondary school teachers, Surveys
The Tasmanian Government is currently implementing significant reforms to improve students’ retention and attainment in Tasmania’s schools. There is a concern in the Tasmanian community however, that their students’ performances are among the lowest in the nation. Reasons nominated for these results include weak literacy and numeracy levels; low attendance rates; high anxiety around transitions between Year 10 and Year 11 by some students, especially among those living outside of the larger cities; students seeking alternative education options; and family, financial, health and carer based issues. It is against this backdrop that the Australian Council for Educational Research (ACER) was commissioned to undertake an independent review of Years 9 to 12 concerning the following issues: student and workforce data; curriculum policy and provision (including vocational education and training (VET); and design and delivery for Years 9 to 12 (which includes the three Tasmanian education sectors: the Tasmanian Catholic Education Office (TCEO), Independent Schools Tasmania (IST) and the Department of Education (DoE)).
Masters, G. N., Moyle, K., Rothman, S., Hollingsworth, H., Perrett, B., Weldon, P. R., Perkins, K., Brown, J., Radloff, A., Freeman, P., & Damianidis, S. (2016). Review of Years 9 to 12 Tasmania : Final report. Department of Education. https://research.acer.edu.au/policy_analysis_misc/24
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Copyright Government of Tasmania, Department of Education 2016
Place of Publication
Department of Education
Retention, Progression and Participation Rates in Tasmanian Schools, 2006-2015