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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.",{"@graph":69,"@context":123},[70,84,106],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-implications-of-non-atar-pathways-participation-academic-outcomes-and-student-experience-2022-report/205452/",{"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/equity-implications-of-non-atar-pathways-participation-academic-outcomes-and-student-experience-2022-report/205452.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the report investigate about non-ATAR university pathways?","Question",{"text":113,"@type":114},"It investigates equity implications, including participation, academic outcomes, and student experience for students admitted through pathways that do not require an ATAR.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which data sources are used to support the analysis?",{"text":118,"@type":114},"The report uses DESE enrolment data, a student experience survey, and institutional data, supported by equity group definitions and admission pathway information.",{"name":120,"@type":111,"acceptedAnswer":121},"How are outcomes such as retention and academic performance analyzed?",{"text":122,"@type":114},"Outcomes are examined by entry pathway and equity group status, with separate analysis for retention and academic performance across pathways.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},205452,1788579646,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","•  \nCover  \n(NCSEHE to design and insert)  \nEquity implications of non-ATAR pathways: Participation, academic outcomes, and student experience  \n2022  \nDr Ian W Li, University of Western Australia  \nDr David R Carroll, Monash University  \nProfessor Denise Jackson, Edith Cowan University  \nNational Centre for Student Equity in Higher Education Tel: +61 8 9266 1743  \nEmail: [ncsehe@curtin.edu.au](ncsehe@curtin.edu.au)  \n[ncsehe.edu.au](ncsehe.edu.au)  \nBuilding 602 (Technology Park) Curtin University  \nKent St, Bentley WA 6102 GPO Box U1987, Perth WA 6845  \nDISCLAIMER  \nInformation 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.  \nCurtin 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.  \nCOPYRIGHT  \n© Curtin University 2022  \nExcept 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.  \nCRICOS Provider Code 00301J  \nAcknowledgements  \nThe 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.  \nThis report may be cited as:  \nLi, 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.  \nTable of Contents  \nExecutive summary................................................................................................................. 1  \nRecommendations .................................................................................................................. 3  \nIntroduction ............................................................................................................................. 4  \nBackground ............................................................................................................................. 6  \nEquity group participation in higher education .................................................................... 6  \nEntry pathways into university ............................................................................................. 7  \nEntry from secondary school ........................................................................................... 7  \nAlternative entry pathways ............................................................................................... 7  \nEntry pathways and student success ................................................................................ 10  \nAcademic performance .................................................................................................. 10  \nRetention ....................................................................................................................... 11  \nMethods .....................................................................","cbCaiirOcU0sfWyf","https://ap.wps.com/l/cbCaiirOcU0sfWyf","pdf",1237184,65,"English","# Executive summary\n# Recommendations\n# Introduction\n# Background\n## Equity group participation in higher education\n## Entry pathways into university\n## Entry from secondary school\n## Alternative entry pathways\n## Entry pathways and student success\n## Academic performance\n## Retention\n# Methods\n## Equity group definitions\n## Admission pathways\n## Data sources\n## DESE enrolment data\n## Student experience survey\n## Institutional data\n# Findings\n## Entry pathways\n## Student outcomes by pathway and equity group status\n## Retention\n## Academic performance\n## Other aspects of student experience\n# Discussion\n## Entry pathways\n## Student outcomes and pathway","[{\"question\":\"What does the report investigate about non-ATAR university pathways?\",\"answer\":\"It investigates equity implications, including participation, academic outcomes, and student experience for students admitted through pathways that do not require an ATAR.\"},{\"question\":\"Which data sources are used to support the analysis?\",\"answer\":\"The report uses DESE enrolment data, a student experience survey, and institutional data, supported by equity group definitions and admission pathway information.\"},{\"question\":\"How are outcomes such as retention and academic performance analyzed?\",\"answer\":\"Outcomes are examined by entry pathway and equity group status, with separate analysis for retention and academic performance across pathways.\"}]","Equity implications of non-ATAR pathways - Participation, academic outcomes, and student experience - 2022 report | PDF",164]