Why aren't students studying higher level maths - How ATAR scaling may affect maths uptake - May 2017

Sep 5, 2026

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This report examines why students are not studying higher level mathematics and how ATAR scaling may influence subject uptake. It uses an analytical approach to assess patterns in mathematics study choices and quantifies the scaling advantage of HSC General Mathematics over HSC Mathematics. Findings are interpreted through modelling of student and school characteristics and stated influences, including workload concerns, and technical estimations presented across multiple appendices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Contents

Acronyms

Abstract

1. Introduction

2. Method

3. Findings

4. Discussion

References

Appendix 1: Estimating scaled marks

Appendix 2: Technical details regarding double propensity score adjustment

Appendix 3: Technical details regarding the Between-Within model

Appendix 4: Technical details on logistic regression of mathematics regret after HSC

Appendix 5: Technical details on logistic regression of influence of perceived scaling advantage vs workload concerns

MAY 2017 Why aren't students studying higher level maths? How ATAR scaling may affect maths uptake Centre for Education Statistics and Evaluation Publication and contact details Why aren't students studying higher level maths? How ATAR scaling may affect maths uptake Centre for Education Statistics and Evaluation Sydney, NSW May 2017 Alex Oo Senior Project Officer The author would like to acknowledge the contribution of current and former staff in the Centre for Education Statistics and Evaluation including Deborah Bradford, Ian Watkins, Andrew Goodall, Andrew Webber, Craig Jones, Chris Anderson and Deborah Nash. The author would also like to acknowledge the contribution of staff from the Board of Studies Teaching and Educational Standards including Adrienna Ross and Andrew Goodyer. | For more information about this report, please contact:
Centre for Education Statistics and Evaluation Department of Education
GPO Box 33
SYDNEY NSW 2001
Email: [cese@det. nsw.edu.au](cese@det. nsw.edu.au)
[Telephone:](Telephone:) +61 2 9561 1211
[Web: ](Web: www.cese. nsw.gov.au)[www.cese. nsw.gov.au](Web: www.cese. nsw.gov.au) | | --- | | This report can be accessed online at:
[www.cese. nsw.gov.au](www.cese. nsw.gov.au) | Contents Acronyms 6 Abstract 7 1. Introduction 8 2. Method 11 3. Findings 14 4. Discussion 17 References 19 Appendix 1: Estimating scaled marks 21 Appendix 2: Technical details regarding double propensity score adjustment 22 Appendix 3: Technical details regarding the Between-Within model 26 Appendix 4: Technical details on logistic regression of mathematics regret after HSC 29 Appendix 5: Technical details on logistic regression of influence of perceived scaling advantage vs workload concerns 31 3 List of tables Table 1: Covariates used in the propensity score model ......................................................................................................................................................................................................................22 Table 2: Results from Double Propensity Score Adjustment – Scaling Advantage (Effect Size) ............................................................................................................................................................ 24 Table 3: Choosing HSC General Mathematics over HSC Mathematics (Odds Ratios) ...........................................................................................................................................................................27 Table 4: Desire to have done a different level of Mathematics rather than study same level (Odds Ratios) .........................................................................................................................................30 Table 5: Whether perceived workload and/or increasing ATAR influenced mathematics subject choice (Odds Ratios) ........................................................................................................................31 4 List of figures Figure 1: Annual Enrolments in HSC General Mathematics and HSC Mathematics – 2001-2015............................................................................................................................................................8 Figure 2: Scaling Advantage of HSC General Mathematics over HSC Mathematics 2009-2013 ............................................................................................................................................................ 14 Figure 3: Impact of student-and school-level characteristics on choosing HSC Mathematics................................................................................................................................................................ 15 Figure 4: Whether tertiary STEM students would have selected more challenging mathematics than HSC General Mathemat

FAQs

What question does the report address?

It investigates why students are not studying higher level mathematics and evaluates how ATAR scaling may affect mathematics uptake.

Which factors are analysed in the study?

The report analyses how scaling advantage, student and school characteristics, and stated influences such as perceived workload relate to choosing HSC General Mathematics versus HSC Mathematics.

What modelling and technical methods support the findings?

The report includes technical details on scaled marks estimation, double propensity score adjustment, the Between-Within model, and logistic regression relating to mathematics regret and perceived scaling advantage versus workload concerns.

Sep 5, 2026

Uploaded by Melati