Objectives This paper analyses implementation of policies aimed at protecting school trajectories in secondary education in Argentina. Theoretical perspectives Secondary education in Latin America is shaped by a tension between the expansion of compulsory education and the guarantee of the right to education. This tension is framed within a historical dynamic that prioritizes access over completion (Authors, 2023). Over the past two decades, numerous studies have sought to explain this dynamic and propose strategies to address it. Central to these analyses are perspectives on the role of norms and laws, the consequences of extending compulsory education, the interplay between inclusion and exclusion, the examination of organizational models, and a focus on student trajectories. These themes have emerged as key points of theoretical reflection and intervention (Authors, 2020; Cardini & D'Alessandre, 2019; Steinberg, Tiramonti, & Ziegler, 2019; Ruiz, 2016). A review of existing literature reveals consensus on the core elements of transformative policies, particularly those aimed at improving educational outcomes. Building on a case study, this research seeks to explore the conditions that can foster continuous and successful educational trajectories for all adolescents and young people in secondary school. Methods and data sources A qualitative design was used, based on semi-structured interviews and document analysis. Data was examined using critical discourse analysis to explore the relation between discourse and social elements like history, power, values, and social relations. Ten provinces in Argentina were selected based on demographic and educational indicators, involving interviews with each province’s Director of Secondary Schooling Education (n=10). Two provinces were selected for interviews with other high-profile policymakers (n=13). Additional data came from legislation and other policy texts at national and provincial levels. Results The case study shows four cross-cutting issues in policy implementation: systemic and multidimensional changes; different rhythms and modalities of progress, particularly in decentralized education systems and concurrent financing; stakeholder dialogue; and feasibility conditions for developing changes. Political legitimacy and increased budgetary resources are crucial for implementation. The paper provides insights into how Latin American states tackle dropout prevention in secondary education, highlighting the relevance of the issue on the education agenda and the material, political, and technical conditions for successful policy implementation.

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