Equity implications of non-ATAR pathways - Participation, academic outcomes, and student experience - 2022 report

Sep 5, 2026

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Examines equity implications of university admission pathways that do not use an ATAR requirement, focusing on participation patterns, academic outcomes, and student experience. The report outlines recommendations and provides a structured investigation using definitions of equity groups, multiple admission pathway types, and several data sources including DESE enrolment data, a student experience survey, and institutional data. Authors analyze differences in retention and academic performance across pathways and equity group status, then interpret results through an equity and student success lens.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages65

Reading Time2 h 44 min

AccessFree to download

Executive summary

Recommendations

Introduction

Background

Equity group participation in higher education

Entry pathways into university

Entry from secondary school

Alternative entry pathways

Entry pathways and student success

Academic performance

Retention

Methods

Equity group definitions

Admission pathways

Data sources

DESE enrolment data

Student experience survey

Institutional data

Findings

Entry pathways

Student outcomes by pathway and equity group status

Retention

Academic performance

Other aspects of student experience

Discussion

Entry pathways

Student outcomes and pathway

• Cover (NCSEHE to design and insert) Equity implications of non-ATAR pathways: Participation, academic outcomes, and student experience 2022 Dr Ian W Li, University of Western Australia Dr David R Carroll, Monash University Professor Denise Jackson, Edith Cowan University National Centre for Student Equity in Higher Education Tel: +61 8 9266 1743 Email: [ncsehe@curtin.edu.au](ncsehe@curtin.edu.au) [ncsehe.edu.au](ncsehe.edu.au) Building 602 (Technology Park) Curtin University Kent St, Bentley WA 6102 GPO Box U1987, Perth WA 6845 DISCLAIMER Information in this publication is correct at the time of release but may be subject to change. This material does not purport to constitute legal or professional advice. Curtin accepts no responsibility for and makes no representations, whether express or implied, as to the accuracy or reliability in any respect of any material in this publication. Except to the extent mandated otherwise by legislation, Curtin University does not accept responsibility for the consequences of any reliance which may be placed on this material by any person. Curtin will not be liable to you or to any other person for any loss or damage (including direct, consequential or economic loss or damage) however caused and whether by negligence or otherwise which may result directly or indirectly from the use of this publication. COPYRIGHT © Curtin University 2022 Except as permitted by the Copyright Act 1968, and unless otherwise stated, this material may not be reproduced, stored or transmitted without the permission of the copyright owner. All enquiries must be directed to Curtin University. CRICOS Provider Code 00301J Acknowledgements The authors acknowledge funding from the National Centre for Student Equity in Higher Education based at Curtin University. The authors are also grateful for the provision of data and data support from the 16 universities that participated in this study , and the Department of Education, Skills and Employment. The views expressed in this paper are those of the authors and should not be attributed to the funding body, the data providers , or the authors’respective universities. This report may be cited as: Li, I. W. , Carroll, D. R. , & Jackson, D. (2022). Equity implications of non-ATAR pathways: Participation, academic outcomes, and student experience. Perth: National Centre for Student Equity in Higher Education, Curtin University. Table of Contents Executive summary................................................................................................................. 1 Recommendations .................................................................................................................. 3 Introduction ............................................................................................................................. 4 Background ............................................................................................................................. 6 Equity group participation in higher education .................................................................... 6 Entry pathways into university ............................................................................................. 7 Entry from secondary school ........................................................................................... 7 Alternative entry pathways ............................................................................................... 7 Entry pathways and student success ................................................................................ 10 Academic performance .................................................................................................. 10 Retention ....................................................................................................................... 11 Methods .....................................................................

FAQs

What does the report investigate about non-ATAR university pathways?

It investigates equity implications, including participation, academic outcomes, and student experience for students admitted through pathways that do not require an ATAR.

Which data sources are used to support the analysis?

The report uses DESE enrolment data, a student experience survey, and institutional data, supported by equity group definitions and admission pathway information.

How are outcomes such as retention and academic performance analyzed?

Outcomes are examined by entry pathway and equity group status, with separate analysis for retention and academic performance across pathways.

Sep 5, 2026

Uploaded by McGucket