[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-205428-105":59,"doc-detail-205428-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","why-arent-students-studying-higher-level-maths-how-atar-scaling-may-affect-maths-uptake-may-2017","Why aren't students studying higher level maths - How ATAR scaling may affect maths uptake - May 2017","","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.",{"@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/why-arent-students-studying-higher-level-maths-how-atar-scaling-may-affect-maths-uptake-may-2017/205428/",{"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/why-arent-students-studying-higher-level-maths-how-atar-scaling-may-affect-maths-uptake-may-2017/205428.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","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 question does the report address?","Question",{"text":113,"@type":114},"It investigates why students are not studying higher level mathematics and evaluates how ATAR scaling may affect mathematics uptake.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which factors are analysed in the study?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"What modelling and technical methods support the findings?",{"text":122,"@type":114},"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.","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},205428,1788579465,{"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},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MAY 2017  \nWhy aren't students studying higher level maths?  \nHow ATAR scaling may affect maths uptake  \nCentre for Education Statistics and Evaluation  \nPublication and contact details  \nWhy aren't students studying higher level maths?  \nHow ATAR scaling may affect maths uptake  \nCentre for Education Statistics and Evaluation Sydney, NSW  \nMay 2017  \nAlex Oo  \nSenior Project Officer  \nThe 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.  \n\n| For more information about this report, please contact:\u003Cbr>Centre for Education Statistics and Evaluation Department of Education\u003Cbr>GPO Box 33\u003Cbr>SYDNEY NSW 2001\u003Cbr>Email: [cese@det. nsw.edu.au](cese@det. nsw.edu.au)\u003Cbr>[Telephone:](Telephone:) +61 2 9561 1211\u003Cbr>[Web: ](Web: www.cese. nsw.gov.au)[www.cese. nsw.gov.au](Web: www.cese. nsw.gov.au) |\n| --- |\n| This report can be accessed online at:\u003Cbr>[www.cese. nsw.gov.au](www.cese. nsw.gov.au) |\n\nContents  \nAcronyms 6   \nAbstract 7   \n1. Introduction 8   \n2. Method 11   \n3. Findings 14   \n4. Discussion 17   \nReferences 19   \nAppendix 1: Estimating scaled marks 21   \nAppendix 2: Technical details regarding double propensity score adjustment 22   \nAppendix 3: Technical details regarding the Between-Within model 26   \nAppendix 4: Technical details on logistic regression of mathematics regret after HSC 29   \nAppendix 5: Technical details on logistic regression of influence of perceived  \nscaling advantage vs workload concerns 31  \n3  \nList of tables  \nTable 1:  \nCovariates used in the propensity score model ......................................................................................................................................................................................................................22  \nTable 2:  \nResults from Double Propensity Score Adjustment – Scaling Advantage (Effect Size) ............................................................................................................................................................ 24  \nTable 3:  \nChoosing HSC General Mathematics over HSC Mathematics (Odds Ratios) ...........................................................................................................................................................................27  \nTable 4:  \nDesire to have done a different level of Mathematics rather than study same level (Odds Ratios) .........................................................................................................................................30  \nTable 5:  \nWhether perceived workload and/or increasing ATAR influenced mathematics subject choice (Odds Ratios) ........................................................................................................................31  \n4  \nList of figures  \nFigure 1:  \nAnnual Enrolments in HSC General Mathematics and HSC Mathematics – 2001-2015............................................................................................................................................................8  \nFigure 2:  \nScaling Advantage of HSC General Mathematics over HSC Mathematics 2009-2013 ............................................................................................................................................................ 14  \nFigure 3:  \nImpact of student-and school-level characteristics on choosing HSC Mathematics................................................................................................................................................................ 15  \nFigure 4:  \nWhether tertiary STEM students would have selected more challenging mathematics than HSC General Mathemat","cbCaib68FivdTzRJ","https://ap.wps.com/l/cbCaib68FivdTzRJ","pdf",1410103,32,"English","# Contents\n## Acronyms\n## Abstract\n## 1. Introduction\n## 2. Method\n## 3. Findings\n## 4. Discussion\n## References\n## Appendix 1: Estimating scaled marks\n## Appendix 2: Technical details regarding double propensity score adjustment\n## Appendix 3: Technical details regarding the Between-Within model\n## Appendix 4: Technical details on logistic regression of mathematics regret after HSC\n## Appendix 5: Technical details on logistic regression of influence of perceived scaling advantage vs workload concerns","[{\"question\":\"What question does the report address?\",\"answer\":\"It investigates why students are not studying higher level mathematics and evaluates how ATAR scaling may affect mathematics uptake.\"},{\"question\":\"Which factors are analysed in the study?\",\"answer\":\"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.\"},{\"question\":\"What modelling and technical methods support the findings?\",\"answer\":\"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.\"}]","Why aren't students studying higher level maths - How ATAR scaling may affect maths uptake - May 2017 | PDF",81]