Building pathways to university equity and expansion

First solve the issues in our schools.

Increasing university enrolments and equity is hampered by the inequity of the school sector. Much of this inequity is well known. Despite the Gonski Review, government funding of private schools has increased at a far greater rate than public schools (or higher education) over the past decade. NAPLAN and other tests suggest that our students are falling behind international competitors, ATAR is inequitable and correlated with socio-economic status, and every year brings a new review of teacher education.

Exacerbating these challenges is the practice of academic streaming within schools, and the disconnect between schools and higher education. In Queensland, 40 per cent of secondary students are streamed into ‘non-ATAR’ tracks, and only 5 per cent of these students transition to university. In Victoria, nearly half of recent Indigenous students undertook a non-ATAR pathway, and only 1 per cent of this group transitioned to university. Western Australian data is even more striking.

Many non-ATAR students prefer to undertake trades, apprenticeships, and vocational education and training (VET). Others choose to transition to university via alternative admissions. In reality though, the streaming decisions made in year 9 or 10 are usually both lasting and limiting. Collectively, our school resourcing and streaming models are effectively closing doors rather than promoting choice.

For universities, there are ways to reopen doors. Remarkably, over half of Queensland students undertake some VET in Schools but only three per cent undertake any higher education study in schools. In other states, the proportion of secondary students undertaking any higher education is closer to one per cent. This situation contrasts markedly with the United States, where around one third of secondary students are undertaking some form of college study, including dual enrolment with a higher education institution.

Australian university outreach to schools is focused on raising student aspirations, and often lacks academic leadership. This approach itself reflects the ongoing marginalisation of student equity within the academy and university structures. Supporting school outreach are a number of ‘early offer’ schemes, assuring students of a university place before their ATAR results (or exams). Such schemes may be based on factors such as school marks, principal recommendations, portfolios, or perceived academic potential.

Early offer schemes vary widely, and evidence is sporadic on their equity and predictive validity. Many argue that school students also lack incentives to study for their final exams if they already hold a university offer. Greater regulation is recommended by the Accord panel, with no student receiving a guaranteed offer until after final exams.

We need to move from the language of aspirations and schemes to achievement and pathways. Engaging more school students with higher education requires bridges between the sectors, including co-curricular approaches. For school students, the best way to demystify university is to do university.

To date, the teaching of university in schools has been largely limited to extension studies. This is where senior secondary students undertake standard first year university subjects alongside their school subjects. The model typically serves students who are already high achievers but could be expanded. Australian states differ in whether, and to what extent, they allow university subjects to count towards a student’s ATAR. More consistent and generous credit provision is needed, alongside more flexible teaching and financial support for under-represented students.

Broadening extension studies would help but university growth and equity require deeper collaboration with schools. One opportunity lies in expanded enabling programs, which the Accord review helpfully recommends. Enabling programs are tuition-free preparatory programs, usually a semester long and covering foundational skills such as maths, essay writing, digital literacy, and critical thinking. Research led by Curtin University shows that low socio-economic students are twice as likely to enter university via this pathway than directly, and Indigenous students are six times more likely to enter this way.

Importantly, under-represented students who enter university via enabling programs outperform similar students once they are enrolled in undergraduate degrees. The model thus shows how to build university access and success simultaneously.

Enabling programs were originally designed for mature age students but many have already been adapted for secondary schools. However, just five universities currently receive around half of the Commonwealth enabling funding allocation. A demand-driven model, as recommended by the Accord panel, would promote national expansion.

Adapting enabling and other preparatory curriculum for secondary schools could engage and prepare more students for university. Pathway programs could be co-designed with schools to appeal to diverse cohorts in Years 10 and above, including non-ATAR students.

Universities are currently everywhere and nowhere in schools. Outreach has increased greatly since the Bradley reforms of 2009, school visits to university campuses are prevalent, and early offer schemes abound. Deep collaboration between the sectors, however, remains rare. Meeting the Accord targets requires pathways that are accessible to all senior secondary students, guaranteed to secure university entrance, and proven to predict university success.

Professor Andrew Harvey is Director of the Pathways in Place program, Logan, and Professor of Education at Griffith University.