This report examines the relevance of the Australian Tertiary Admission Rank (ATAR). Reflecting on its purpose, the analysis asks, for whom is it working; is its use changing; and what are the implications for national education policy objectives. It finds three in ten school leavers are now admitted to university without reference to an ATAR.

Australian education data shows inequality begins early and deepens over time. According to this report, a potential solution is the establishment of full-service schools in areas where they are needed most. A full-service school model means taking a wraparound approach to providing the health and wellbeing supports disadvantaged students may need.

This policy brief analysed 40 years of Australian census data to determine the changing value of a university degree. It recommends replacing the Job Ready Graduates funding regime and diversifying post-secondary school pathways.

This report analyses the 2024 Australian Early Development Census results, showing increased levels of developmental vulnerability in Australian children. There is also a continued trend of worrying levels of developmental vulnerability amongst children living in the most disadvantaged areas. It finds that without targeted strategies, educational inequity will deepen, not narrow.

This policy brief outlines the study Unequal from the start: the achievement gap and the early years. The research examined early cognitive and developmental differences among children aged from birth to five years. The findings underscore the need for policy changes to address educational inequity, and to overcome the effects of disadvantage before they become...