Assessing the ATAR - Exploring the use of the Australian Tertiary Admission Rank

Sep 5, 2026

Uploaded by Eliana

Assessing the ATAR examines how the Australian Tertiary Admission Rank functions within Australia’s education ecosystem, focusing on its intended role and its real-world influence. The report analyzes variations in ATAR use across states, fields of study, and universities, and evaluates whether the rank still determines tertiary selection as strongly as it once did. Findings address implications for policymakers, system leaders, schools, students, and families, including clarity on misconceptions and directions for future policy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages55

Reading Time2 h 19 min

AccessFree to download

Director’s foreword

Overview

What is the ATAR?

The ATAR and schooling

The ATAR and tertiary admission

Understanding the ATAR in the education ecosystem

What are some alternatives?

Policy responses and directions

Where does this leave us?

Glossary of terms and abbreviations

References

Assessing the ATAR Exploring the use of the Australian Tertiary Admission Rank (ATAR) The Mitchell Institute, Victoria University December 2025 Acknowledgement of Country The Mitchell Institute at Victoria University acknowledges, recognises and respects the Ancestors, Elders and families of the Bunurong/Boonwurrung, Wadawurrung and Wurundjeri/Woiwurrung of the Kulin who are the traditional owners of University land in Victoria, the Gadigal and Guring-gai of the Eora Nation who are the traditional owners of University land in Sydney, and the Yulara/Yugarapul people and Turrbal people living in Meanjin (Brisbane) . About the Mitchell Institute Established in 2013, the Mitchell Institute at Victoria University is a leading policy think tank and research centre. With a focus on education policy, systems and place, we are working towards a fairer and more productive society where every individual, regardless of their background, has the opportunity to thrive. Acknowledgements The Mitchell Institute acknowledges the contribution of Professor Peter Dawkins AO, whose advice and feedback informed the development of this report. Suggested Citation Pilcher, S., Walstab, A., Hildebrandt, M., Brisbane, R., Ta, B. & Van Dyke, N. (2025) . Assessing the ATAR: Exploring the use of the Australian Tertiary Admission Rank. Mitchell Institute, Victoria University. ISBN: 978-1-86272-889-9 Contents Director’s foreword iii Overview 1 What is the ATAR? 6 The ATAR and schooling 7 The ATAR and tertiary admission 12 Understanding the ATAR in the education ecosystem 18 What are some alternatives? 31 Policy responses and directions 33 Where does this leave us? 36 Glossary of terms and abbreviations 39 References 42 This report casts fresh light on the transition from school to tertiary education in Australia, with implications for policymakers, system leaders, schools, students and their families. Mitchell Institute, Victoria University | Assessing the ATAR Page ii Director’s foreword Of all the thousands of different assessment results young people receive during school, the ATAR is one of the most prominent. The ATAR was designed as a selection tool for admission into tertiary studies, providing tertiary institutions a way to sort and rank applicants. Often interpreted as a marker of intelligence, diligence and capability, the ATAR’s influence extends beyond the admissions process. It shapes ideas of what success in schooling looks like, which pathways are valued, and how students, families and schools measure achievement. The development and use ofthe ATAR was particularly important when there were caps on the number of undergraduate places available at universities. Over the past 20 years however, the number of places available has grown, and so has the variety of pathway options into tertiary education. This has meant that the ATAR’s role as a sorting tool has weakened. Despite these shifts, the ATAR still looms large in Australia’s education ecosystem. The Mitchell Institute wanted to examine the use ofthe ATAR in a world where more young Australians are transitioning from school to higher education. What we found was that the use of the ATAR varied enormously depending on the state, the field of study and the university. In many instances, it wasn’t even considered by universities when making admissions. The ATAR undoubtedly still dominates admissions processes in some contexts, but it is no longer the backbone of the system it once was – now, it is just oneof the many ways that people can gain entry to a higher education course. This report casts fresh light on the transition from school to tertiary education in Australia, with implications for policymakers, system leaders, schools, students and their families. We hope it can cut through some of the noise, confusion and misconceptions surrounding the ATAR, provide clarity on the role it plays in our education system curre

FAQs

What is the ATAR and what does it measure?

The ATAR is the Australian Tertiary Admission Rank, a percentile-style ranking from 0 to 99.95 that represents a student’s relative position compared with peers.

How is the ATAR used in tertiary admission?

The ATAR was designed as a selection tool to help tertiary institutions sort and rank applicants for admission to high-demand courses.

Why has the ATAR’s role changed over time?

As the number and variety of tertiary places and pathway options have grown, the report explains that the ATAR’s function as a primary sorting tool has weakened, although it still influences admissions in some contexts.

Sep 5, 2026

Uploaded by Eliana