Crunching the number: Exploring the use and usefulness of the Australian Tertiary Admission Rank (ATAR)
The Mitchell Institute’s work has explored many aspects of education policy in Australia, always with a view to creating a more integrated system that better meets the needs of the individual learner, as well as the nation as a whole. They do this by approaching education as a continuum – from early years to adulthood – and by bringing evidence and new ideas to cross-cutting issues. They also engage widely with researchers, policymakers, industry, educators, students and parents.
In the discussions one issue keeps coming up – the ATAR (Australian Tertiary Admission Rank), and the belief that it acts as a barrier to reforms seeking to reshape the education system for the future. It’s a complex issue, but one worth exploring, given the prominent role it plays in young people’s transitions from school to post-school life. This discussion paper provides a broad picture of the ATAR, its purpose and use. It is intended to inform the debate which is already underway. The Mitchell Institute are interested to hear different points of view, and intend to continue this process by bringing stakeholders together to further the discussion.
We hope you find the paper useful in shaping your thinking.