Research which shows you can reliably predict a student’s year 12 results by year 11. This suggests we don’t need a battery of stressful exams to work out what they do next.
Academic rigor, journalistic flair
Articles on ATAR
Displaying 1 - 20 of 46 articles
There are different versions of ‘English’ in different states, with various titles and levels of difficulty. It’s important to choose the right one to reach your desired destination.
Science teaches you many skills. Even if you don’t plan for a science related career, including a science subject in your senior years can provide a good balance. But only if you’re interested.
There are some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.
Higher education should provide access for as many people as possible to fulfil their potential as individuals. Leaders in higher education must be ready to examine what it will take to achieve this.
A recent report recommended all students leave school with a learner profile. This will capture their academic results, as well as other achievements like extracurricular activities.
A new study and its methods provides a way to replace the current Year 12 structure with one that will help prepare senior school students for their journey into the future – whatever that may be.
Even before COVID-19, use of the ATAR for university entry was contentious. Now it’s even more so, and universities need to rely on other ways to admit students.
How will the move to online study, and the disruption of routine, affect year 12 students’ abilities to perform and, consequently, their grades? And what does this mean for university entry?
Some subjects are more likely to get you into university. But more advantaged students access these subjects. This means we have an unequal system.
NSW schools are losing senior music students in significant numbers. Teachers say they’re dropping the subject in year 12 to ensure a higher ATAR.
The ATAR is mainly used as an efficient way for universities to decide which students can be offered a place in a certain course.
Universities are increasingly accepting more students into degree programs without an ATAR. Here are some of the most common ways in.
Our top-scoring students aren’t choosing to become teachers, and that has flow-on effects for the students who come after them.
Students with lower ATARs generally have lower lifetime earnings. But a Grattan Institute report found low ATAR men could earn more doing a VET course than a bachelor degree in their chosen field.
Evidence shows improving teacher selection will improve student results.
Before deciding what to study at which university, high school graduates should consider the drop-out rates, early-career employment prospects and lifetime earnings their program is likely to yield.
Chief Scientist Alan Finkel writes we can do a better job of teaching students to master a discipline and maximise their post-school opportinities.
Some universities accept students into their teaching degree programs with an ATAR as low as 35. Do we need to raise the bar, or are other factors more important than a high ATAR for teachers?
From 2020, ANU will require students to meet co-curricular requirements alongside ATAR. This significant policy shift is meant to improve equity of access, but won’t change much.
Top contributors
-
Vice Chancellor's Postdoctoral research fellow, RMIT University
-
Senior Research Fellow, Curtin University
-
Professor in the Practice of Higher Education Policy, Australian National University
-
Senior Lecturer, Faculty of Education, Monash University
-
National Director, AVID Australia, Victoria University
-
Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
-
Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of Newcastle
-
Policy Fellow, Mitchell Institute, Victoria University
-
Deputy Program Director, School Education, Grattan Institute
-
Gavin Moodie is a Friend of The Conversation.
Adjunct Professor, Department of Leadership, Higher and Adult Education, OISE, University of Toronto
-
Vice-Chancellor, Victoria University
-
Senior Lecturer in Education, UNSW Sydney
-
Emeritus professor, Victoria University
-
Postdoctoral Research Fellow, Widening Participation, Macquarie University
-
Professorial Fellow, University of Canberra
