Abstract
This study examines the effects of state curriculum policies on participation in post-compulsory education and training. Whereas studies in the past looking at this issue have tended to focus on school retention rates alone, the present study measures participation in education and training more broadly, taking account of the greater diversity of provision of post-compulsory education. This is achieved by including data on technical and further education (TAFE) and non-TAFE vocational participation as possible equivalents of high school completion. The results show that state policies do matter, that they affect overall participation rates but, more than this, they have a marked and differential impact on participation for disadvantaged groups.
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