New nation-wide research led by Edith Cowan University (ECU) has found that In-School Enabling Programs (ISEPs) can be effective pathways into higher education.
The research, funded by the Australian Centre for Student Equity and Success (ACSES) at Curtin University, and conducted in collaboration with Murdoch University, the University of Southern Queensland, and Southern Cross University, found that ISEPs provide academically rigorous preparation that supports students’ transition to university and helps address barriers often faced by equity groups.
The research project is the first national, cross-institutional benchmarking and impact study into ISEPs, which provide a direct pathway to higher education for Year 11 and 12 students who aspire to university but lack access to, or do not thrive in, Australian Tertiary Admission Rank (ATAR)-based systems.
Lead researcher from ECU Dr Angela Jones said the programs not only achieve strong rates of academic success and completion, but also deliver significant socio-emotional benefits, including increased confidence, resilience, a sense of belonging and the development of essential academic skills.
Through collaboration across the four universities and their 94 partner high schools, the research examined the models and outcomes of ISEPs across Australia with a focus on impact for equity groups.
Findings showed that 41 per cent of students enrolled in ISEPs were from equity cohorts, including 19 per cent living in regional or remote areas where access to ATAR pathways can be limited.
The study also found that 43 per cent of ISEP students were the first in their family to attend university, highlighting the important role these programs play in expanding participation in higher education.
Benchmarking further revealed that the most successful ISEPs were underpinned by strong partnerships between schools and universities, creating a sustainable bridge that supports students through the critical transition from secondary education to university.
The researchers recommended that universities, governments and the Australian Tertiary Education Commission work together to develop an integrated student outcomes framework that captures not only academic performance, but also measures of confidence, wellbeing, readiness for university and successful transitions.
“By reaching and enrolling high proportions of students from underrepresented backgrounds, ISEPs play a vital role in improving access to, and success in, higher education,” said Dr Jones.
“For too long, ATAR has been viewed as the gold standard for university entry, but the reality is that it doesn’t work equally well for all students. Its rigid structure can disadvantage capable learners from regional, remote and lower socio-economic backgrounds, as well as those whose strengths aren’t reflected in a single ranking system.”
