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Using data from six student cohorts from undergraduate degree programs at a Melbourne university campus, it evaluates academic achievement and school placement performance. Findings show a positive ATAR relationship for the three Bachelor of Education Primary cohorts, but a weak link for the three Early Childhood/Primary cohorts. Associate teacher ratings on placement are unrelated to ATAR across all cohorts, suggesting multiple selection approaches and strong ITE course standards to ensure graduate quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-9-abstract-and-introduction/593673/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-9-abstract-and-introduction/593673.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about ATAR?","Question",{"text":112,"@type":113},"It investigates whether ATAR is useful for predicting the success of Australian students in initial teacher education, including academic success and school placement performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did ATAR relate to academic success across the cohorts?",{"text":117,"@type":113},"ATAR was positively related to academic success for the three Bachelor of Education Primary cohorts, but only weakly related for the three Early Childhood/Primary cohorts.",{"name":119,"@type":110,"acceptedAnswer":120},"Does ATAR predict placement performance ratings by associate teachers?",{"text":121,"@type":113},"No. Associate teacher ratings on placement were unrelated to ATAR for all six cohorts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593673,1792252521,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 9 | Article 1 |\n| --- | --- |\n\n2015  \nIs ATAR useful for predicting the Success of Australian Students in Initial Teacher Education?  \nVince J. Wright  \nAustralian Catholic University, [vince.wright@acu.edu.au](vince.wright@acu.edu.au)  \nRecommended Citation  \nWright, V. J. (2015). Is ATAR useful for predicting the Success of Australian Students in Initial Teacher Education?. Australian Journal of Teacher Education, 40 (9).  \n[http://dx.doi.org/10.14221/ajte.2015v40n9.1](http://dx.doi.org/10.14221/ajte.2015v40n9.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss9/1](http://ro.ecu.edu.au/ajte/vol40/iss9/1)  \nIs ATAR Useful For Predicting The Success of Australian Students In Initial  \nTeacher Education?  \nVince Wright  \nAustralian Catholic University  \nAbstract: Quality teaching is the most significant systemic factor  \ncontributing to student achievement. Attracting, developing and  \nretaining effective teachers are important goals for Australia as they are for all nations. Debate rages currently about criteria for selection  \nof students into Initial Teacher Education (ITE). The Australian  \nTertiary Admission Rank (ATAR) is promoted by some commentators  \nas a useful selection measure. The data from six cohorts of students  \nfrom undergraduate degree programmes at a Melbourne university  \ncampus were investigated to evaluate the validity of ATAR as a  \npredictor of academic success and performance on school placement.  \nATAR was positively related to academic success for students in the three Bachelor of Education Primary cohorts but was weakly related  \nfor the three Early Childhood/Primary cohorts. Ratings of  \nperformance by associate teachers on placement were unrelated to  \nATAR for all six cohorts. Given less than one third of students  \nnationally enter ITE on the basis of their ATAR the data suggest that a  \nvariety of selection methods and criteria are required and ensuring  \nhigh standards within ITE courses is the best way to control for  \nquality of graduates.  \nIntroduction  \nIn the globalised competition for improved student achievement the quality of teaching is widely recognised as the most productive focus of attention. While factors such as student background, peer and parental expectations have considerable influence on students ’achievement it is the quality of teaching that has the greatest systemic effect (Goe, 2007; Hanushek, 2011; Hattie, 2009) . Alton-Lee (2003) reported that teachers contribute 30% on average to gains in student achievement. She added that the impact is as high as 60% for students of greatest need. In short, teachers matter. Some commentators question the transportability of factors of success from one national system to others. Attributing gains in student achievement solely to the quality of teaching is debatable. Other researchers suggest an ecological approach to educational improvement that also considers factors such as mobility, poverty, languages other than instructional, access to nutrition and medical care (Braun, 2008), broadened methods for assessing achievement, and application of democratic principles in changing teacher practices (Coffield, 2011) .  \nMost comparative studies of student achievement assume the validity and reliability of international measures such as the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Achievement (PISA) . Cross-national comparisons suggest that education systems able to attract top academic students to teaching, develop them into effective teachers through high quality professional learning opportunities, and find ways to equitably allocate their teachers to the most needy schools and students tend  \nto have higher average student achievement (McKinsey Company, 2007; Mourshed, Chijioke, & Barber, 2010; OECD, 2013) . Darling-Hammond (2010) described how Singapore and Finland","cbCaicx3yG6p4TWS","https://ap.wps.com/l/cbCaicx3yG6p4TWS","pdf",702129,16,"English","# Introduction\n## What matters in initial teacher education?\n# Background on teaching quality and selection measures\n## Systemic impact of teaching quality\n## International comparisons (TIMSS, PISA)\n## Teacher effectiveness and student achievement","[{\"question\":\"What question does the study address about ATAR?\",\"answer\":\"It investigates whether ATAR is useful for predicting the success of Australian students in initial teacher education, including academic success and school placement performance.\"},{\"question\":\"How did ATAR relate to academic success across the cohorts?\",\"answer\":\"ATAR was positively related to academic success for the three Bachelor of Education Primary cohorts, but only weakly related for the three Early Childhood/Primary cohorts.\"},{\"question\":\"Does ATAR predict placement performance ratings by associate teachers?\",\"answer\":\"No. Associate teacher ratings on placement were unrelated to ATAR for all six cohorts.\"}]","Australian Journal of Teacher Education - Issue 9 - Abstract and Introduction | PDF",1792077693]