Suggestions that lowering university entry scores will result in a reduction in academic standards are wrong, say the vice-chancellors of the two universities that have seen the greatest increase in students from low socio-economic backgrounds in the past three years.
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There is clear evidence from the USA that low SES students are less prepared for higher education than middle-class students, less likely to obtain good grades, and less likely to stay enrolled in their courses and complete their degrees. In a recent review of the literature, I’ve also shown that low SES students are less socially integrated at university and have less of a sense of belonging (Rubin, 2012). Given this evidence, I think that the Government’s social class equity initiative is unlikely to be implemented without going through a period of substantial adjustment. Marcia Devlin (2011) has suggested that discussions about how to manage this period of adjustment tend to have been framed in terms of either encouraging low SES students to adapt to university or encouraging universities to adapt to low SES students. I think that Australia’s social and education researchers can make important contributions to these discussions with research that helps to identify the best approaches towards facilitating low SES students’ success at university.
Devlin, M. (2011). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education. doi: . http://dx.doi.org/10.1080/03075079.2011.613991
Rubin, M. (2012). Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research. Journal of Diversity in Higher Education, 5, 22-38. http://dx.doi.org/10.1037/a0026162
I am afraid the comments above are red-herrings”. The question regarding ATAR scores is not wheteher people from low-socioeconomic backgrounds are dumber but whether they are appropriately prepared for University level study. Those with a low ATAR score may not have had the opportunity or might not taken advantage of the opportunity to perform well in the HSC, but it may also be that they do not have the capacity; the score does not discriminate between these options. Whilst the ATAR score is not a perfect predictor of University performance it is better than no predictor at all (and hence worth taking the bet where funding is limited).
The more relevant question is how we assess the ability &/or motivation of students entering tertiary study, within the time and fiscal restraints imposed. Prior to this is how we develop an environment that promotes realisation of this potential.
I am not convinced that the current universal system works equally well across the board but I do not have a suitable alternative proposal. However, I would suggest that supporting those that show potential (such as those with higher ATAR scores) throughout the system would be the more efficient option.
One of the problems with the current system is that some students are given the false belief that they can cope with University study when in fact they are not adequately prepared. Thsi is also true for some students from non-English speaking backgrounds (despite an “adequate” TOEFL score). However, the TOEFL score is better than no indication at all, much as for the ATAR.
Bruce
Yes, but the Australian evidence suggests that low ses students do as well as medium and high ses students, even without correcting for entry score.
That’s true, Gavin, but the Australian evidence is based on home postcode measures of SES which have been criticised for lacking validity. Indeed, the Bradley Review recommended that better measures of SES be developed based on the circumstances of individual students. The USA evidence that I referred to is based on these more individual-level measures that refer to things like parental education, occupation, and income.