Review of Years 9 to 12 Tasmania : Final report

Geoff N Masters; Kathryn Moyle; Sheldon Rothman; Hilary Hollingsworth; Bill Perrett; Paul R Weldon; Kate Perkins; Justin Brown; Ali Radloff; Patricia Freeman; Sofi Damianidis

Review of Years 9 to 12 Tasmania : Final report

Geoff N Masters, Kathryn Moyle, Sheldon Rothman, Hilary Hollingsworth, Bill Perrett, Paul R Weldon, Kate Perkins, Justin Brown, Ali Radloff, Patricia Freeman, Sofi Damianidis

Research output: Other contribution

Abstract

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)).

Original language	English
Publication status	Published - 23 Dec 2016
Externally published	Yes

Keywords

Aspirations
Completion
Data review
Education Act
Enrolments
NAPLAN
PISA
Policy options
Recommendations
Retention
Review of the Tasmanian curriculum
School participation
TIMSS
Tasmanian Secondary Student Survey
Teacher workforce
VET and VEL in schools

Disciplines

Education Policy
Secondary Education

Access to Document

https://research.acer.edu.au/policy_analysis_misc/24

Cite this

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title = "Review of Years 9 to 12 Tasmania : Final report",

abstract = " The Tasmanian Government is currently implementing significant reforms to improve students{\textquoteright} retention and attainment in Tasmania{\textquoteright}s schools. There is a concern in the Tasmanian community however, that their students{\textquoteright} 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)).",

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note = "Attendance, Student retention, Secondary education, Curriculum evaluation, Enrolment rate, Completion rate, Vocational education and training, Academic achievement, Secondary school students, Secondary school teachers, Surveys Hobart Tas",

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AU - Masters, Geoff N

AU - Moyle, Kathryn

AU - Rothman, Sheldon

AU - Hollingsworth, Hilary

AU - Perrett, Bill

AU - Weldon, Paul R

AU - Perkins, Kate

AU - Brown, Justin

AU - Radloff, Ali

AU - Freeman, Patricia

AU - Damianidis, Sofi

N1 - Attendance, Student retention, Secondary education, Curriculum evaluation, Enrolment rate, Completion rate, Vocational education and training, Academic achievement, Secondary school students, Secondary school teachers, Surveys Hobart Tas

PY - 2016/12/23

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N2 - 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)).

AB - 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)).

KW - Aspirations

KW - Completion

KW - Data review

KW - Education Act

KW - Enrolments

KW - NAPLAN

KW - PISA

KW - Policy options

KW - Recommendations

KW - Retention

KW - Review of the Tasmanian curriculum

KW - School participation

KW - TIMSS

KW - Tasmanian Secondary Student Survey

KW - Teacher workforce

KW - VET and VEL in schools

M3 - Other contribution

ER -