Scholars explain what affirmative action is – and isn’t – as well as what its effects are, and why, among others, the military has supported it for decades.
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Articles on University admissions
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COVID-19 has challenged teachers’ abilities to provide students with chances to learn and to report on student learning.
New research shows university students who gained entry via bridging programs outperform others who gain admission through ATARs and other means. They are also more likely to complete their degree.
Students matching the ‘traditional’ applicant’s profile see university as a stepping stone to a good job. Those from less-well-represented groups care more about higher education’s intrinsic value.
The COVID-19 pandemic has dramatically accelerated a growing shift to test-optional admissions policies or scrapping entrance tests altogether.
Exams are the currency of the education marketplace.
The ATAR is mainly used as an efficient way for universities to decide which students can be offered a place in a certain course.
Only 16% of predicted grades are accurate and the current system penalises disadvantaged students and those from minority backgrounds.
Why a recent report, backed by university staff, argues that institutions should start offering students places after they’ve received their A-level results.
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.
In 2017, around 60% of domestic undergraduate university offers were reported as non-ATAR, meaning there’s a diversity of pathways to higher education.
Students should consider all their options and remember the ATAR is just one measure that doesn’t necessarily dictate how well they will do in future.
For colleges and universities that lack the multi-billion-dollar endowments of schools like Harvard, the mere threat of legal action may be enough to put an end to race-conscious admissions policies.
‘Positive discrimination’ policies around the world are on the rise. What might other countries teach the U.S. about attaining racial, economic and gender equality in higher education?
Scholars argue that the complaint of bias against Harvard reflects a flawed understanding of affirmative action policies.
Elite exam schools are some of the least diverse public schools in the US. Here’s how colleges like Harvard could teach high schools like Stuyvesant to improve their admissions process.
To post or not to post? Colleges and employers are increasingly checking social media to get a sense of their candidates. Here’s what you should (and shouldn’t) post in order to secure your future.
Every year, 9 million students in China compete for just 6 million college admission spots. The systems that match students with schools are being overhauled. But will that improve outcomes?
The government has announced it will accept recommendations to make the university admissions process more transparent. But that alone isn’t enough.
More students than ever before have the opportunity for higher education but their choices are being undermined by a confusing admissions system in much need of reform.
Top contributors
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Vice Chancellor's Postdoctoral research fellow, RMIT University
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Professor of Educational Foundations, Policy and Practice, University of Colorado Boulder
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Head of School, School of Fine Art, History of Art and Cultural Studies, University of Leeds
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Senior Lecturer in Sociology and Social Policy, School of Applied Social Sciences, Durham University
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Professor of Production Economics and Director of Research, the Business School, University of Huddersfield
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Associate Professor of Education, The University of Texas at Austin
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Associate Professor of Ethnic Studies, University of Colorado Boulder
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Post Doctoral Fellow, Colorado State University
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Professor of Education Governance and Policy Analysis, Brock University
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Pro Vice-Chancellor of Te Wānanga Toi Tangata Division of Education; Professor of Measurement, Assessment and Evaluation, University of Waikato
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Associate Professor of Economics, Melbourne Business School
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National Director, AVID Australia, Victoria University
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Senior Research Fellow, Curtin University
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Professorial Fellow, University of Canberra
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Senior Lecturer, Faculty of Education, Monash University
