Focus on University ATAR Scores It's Not a Good Idea

As stated in a paper produced by Victoria’s University’s Mitchell Institute, only a quarter of Australian students make the undergraduate university admissions due to their ATAR (Australian Tertiary Admissions Rank). This is an essay focus paper that highlights a rising disconnect of the role the ATAR plays in schools and universities. In 2016 only 26% of University admissions were made based on secondary education with an ATAR. Which has dropped down from 31% in 2014. Many schools, families and the media, make the ATAR seem like a bigger deal than it really is. The ATAR is used as a ranking system to create a criteria for admissions to University undergraduate study. A students ATAR is a score based on the students position in relation to other students in the country, and ranges on a scale from 0 to 99.95. An ATAR, and other state based ranking systems that come before it, were a design to assist the selection of places in classes for universities.

Multiple Pathways to Entry

Australia’s tertiary education sector has seen great change since the introduction of the ATAR in 2012 and has been growing significantly since and is becoming more diverse and accessible. New higher education students grew from around 410,000 in 2007 to almost 600,000 by 2016, the 2017 Commonwealth choice to put the funding provided for Commonwealth supported undergraduate students on hold has rumoured to have some impact on this, yet it is still unknown. Regardless of the rumours, due to the multiple pathways to entry there are more students applying directly to institutions. A paper highlights that in 2017, almost 60% of undergraduate university offers were supposedly non-ATAR or non-year 12 related, demonstrating a diversity of pathways to a higher education.

Universities also provide a number of alternative ways for entry, including aptitude tests, entrance exams and interview processes. Statistics show that in 2017, 69% of undergraduate offers, in the health and education, were non-ATAR or non-year 12 and for nursing this number was 78%.

Schools are Still Strongly Focusing on ATAR

Most of the senior year levels in secondary school still focus strongly on the outcome of the ATAR, which may result in unnecessary consequences of stress and depression. An alarming number of year 12 students have had reported dangerously high levels of stress and anxiety as a result of pressure from family, friends, and school. School students have the chance to choose their own subjects, that they believe will maximise their ATAR over their own talents and interests. This also helps the student in their choice of pathway to pursue. Some students see high ATAR requirements as a sign of course quality and result in the student enrolling in courses with lower ATAR requirements meaning they will definitely get into the course.

Symptom of a Larger Problem

The truth is though, that your ATAR is only one small part of a larger more complex picture. Many problems associated with the ATAR are just symptoms of a broader detachment in the way education and training opportunities for young people are thought about. Any improvements need to acknowledge that secondary and tertiary education form parts of one ongoing learning pathway for students.

In education policy there is broad agreement on a number of high-level goals – that education should:

• Develop the foundation skills and broader capabilities required to succeed in a changing world,
• Support effective transitions from school to post-school life, and
• Enable more school leavers to participate in tertiary study or training.

Until now, the means of calculating success easing access normally seem odd with these, including the ATAR. An ATAR is a representation of a challenging predicament. It needs to measure and mark individual and school achievements, filter and sort all applications into pathways and help equity of access and equality of education opportunities. However, given the changing roles and purposes of school and tertiary education, it is appropriate to revisit how the schools help young peoples pathways. As a mutual agreement, Governments, students and families are investing more time and money into education and training in Australia, more than they ever have done before. There seems to be a wide public benefit to assist in the investments and making sure it is spent wisely. And ensuring the right framework is in place to help as many students as possible in making a good and easy transition from school to what happens after year 12. Since 2012, many people have asked whether the ATAR is to help students or delay them in achieving their education goals.

Professor Yong Zhao of Victoria University said, “…it is a sad indictment of our education system that maximising ATAR is the primary focus for far too many students, rather than following passions and preparing for the future by developing their talents…”.

A recent study shows that ATAR scores are possibly connected to socioeconomic status and social capital. In other words, the higher the socioeconomic status and capital of a student, the higher their ATAR is most likely to be, and same goes the other way. For example, less fortunate students who live in rural areas typically have lower ATARs than more privileged students living in metro areas. This does not mean that poor people are stupid and do not compromise educational standards or outcomes. It just means they have less of a social and cultural understanding that helps with their education outcome. The SACE website says An ATAR rank is not a measure of intelligence, motivation, diligence, aptitude or ability.

A students ATAR was more important when the number of places in a University course was limited and had a high demand from students. Having cut off dates was a useful strategy for accepting students without going overboard with the umber of students in the class. However, where there are limits on the number of students that a University can enrol, your ATAR is used mainly as a marketing tool. Universities rely in students believing that the higher their ATAR is, the better the quality of the course and quite possibly the better the University. Most students and families assume that the higher the ATAR needed to get into that course, the better the quality of that course is. This is, however, untrue. The ATAR has no connection with the course quality. The higher the ATAR required for the course, just means that the course is more popular among school leavers. High school students are being “tricked” into what is essentially a marketing scheme, using ATARs as replacements for course and institution quality. Peter Shergold, the former head of Federal Higher Education Standards Panel, announced that the Panel will begin to help students understand this issue.

But What is SACE?

The South Australian Certificate of Education, otherwise known as SACE, is a modern and internationally-recognised secondary school qualification designed to equip you with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society. Students are awarded their SACE if they have successfully complete requirements that include a range of skills and subjects that they may study at school or may have acquired through other education, training or experience. To complete your SACE, you’ll have to achieve 200 credits in the two stages. Some of the credits come from compulsory requirements, and the rest are from the subjects or courses you’ll choose to suit your interests and career goals. The compulsory requirements are together worth 50 credits, which means you’ll have to choose other subjects or courses that are worth at least 150 credits as you study for your SACE.

To achieve your SACE, you must complete these compulsory requirements with a C grade or higher at Stage 1, and a C- grade or higher at Stage 2:

• Stage 1 Personal Learning Plan – completed in Year 10 or Year 11 (10 credits)
• Numeracy requirement – a mathematics subject or course in Stage 1 or Stage 2 (10 credits)
• Literacy requirement – an English subject or course in Stage 1 or Stage 2 (20 credits)
• Stage 2 Research Project – completed in Year 11 or Year 12 (10 credits).

Of the remaining 150 credits you will need to make up your 200 credits, at least 60 credits must be at Stage 2 level.

Does the ATAR Really Matter?

Something people do not hear about when it comes to year 12 students, is how roughly a quarter of young people do not complete year 12 or equivalent. Or how the schools that help disadvantaged students improve their ATARs, but not help them get top grades. This is because the schools helping the most marginalised places are tasked with giving the most support for those where University pathways are no on their radar. What families and teachers do not hear about is the mental health issues and crippling anxiety that the students go through when in their final year of schooling. A study done in 2015 shows that over one-third of young people aged from 15-19 have alarmingly high stress levels associated with school. Of the 19,000 students surveyed, over half felt that schooling would have a major impact on their future study and work goals. People often say that year 12 is the year that defines a student’s future outcomes, and many students believe that if they fail their exams then they will not have a future or a job. Which is false.

For University admissions, a students ATAR is not being used as the only measure that Universities use to select students for courses. There is a large focus, from students, on course which are “easy” or “hard” to get into, with little knowledge for what students will decide to do after they have finished their studies. Studies show that students who do well in school have a harder time deciding what to do with themselves after they finish school. The students who complete year 12 tend to have a better job and life conditions that those who do not complete year 12. Poor ATARs tend to gather around particular areas where educational disadvantage is more focused.

Conclusion

Most students feel as if their schools are being run as a business. The schools main focus is improving numbers and having good publicity and being better than every other school in the state. The focus on a student’s ATAR in the media unfairly combines school leaving with university offers. In this country, where only half of year 12 students who finish school go to University, and almost a quarter of students who do go to Uni don’t even finish their bachelor’s degrees, this focus offers a false image of where young people actually go after they finish school. It also hides a much deeper knowledge of those who are missing out on an education and work opportunities.