NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1130453
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1837-6290
"A Bridge Too Far?" The Politics of Tasmanian School Retention Rates
Rodwell, Grant
Issues in Educational Research, v27 n1 p151-167 2017
During period 2011-2014, there was an increase in public discourse in Tasmania concerning post-secondary school retention rates. Perhaps this is not surprising, because the state has lingered for years in this regard with the poorest in the Commonwealth. The Liberal Party gained government on 15 March 2014, and immediately began enacting its policy of progressively providing post-secondary classes to high schools. Directed at highlighting an historical review and analysis applied to an educational policy topic, this paper features a research technique and topic which have received little attention in the research literature. Using historical research methodology, it details the politics of contested educational policy in respect to the provision of Tasmanian postsecondary classes for all Tasmanian secondary schools, as a measure to alleviate postsecondary school retention rates. Analysis is provided through the lens of Kingdon's Agendas, in this instance, the how and why educational policy development, and brought into public discourse, preparatory to the public voting on it at a state election. Through a case study of the political imperatives of educational policy, an analysis is provided for system-level policymakers and political leaders.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A