Who’s Selling The ATAR Myth?

Every day my social media accounts are invaded by things I didn’t ask for but tolerate as part of the bargain inherent in using them. Some are charming timewasters. Clips of cats and kittens come to mind. Most of these digital interlopers are benign space occupying things I let slide.

But occasionally something snags my attention. And so it was recently.

The algorithm has sniffed out that I have high school aged children and served me up an earnest looking young man who claimed he could give my children the opportunity (via his webinar) to get high ATAR scores. Using the techniques in said webinar he claimed he had achieved a 99.25 ATAR (the highest possible score being 99.95).

This information was interspersed with a montage of stressed looking students cradling their heads in their hands and covering their eyes. He explained sombrely that many students wouldn’t get the ATAR they needed for the university course they wanted, the implication being that this would be a disaster no parent would want to inflict on their child.

My immediate thoughts?

He should be out in the world living his best life, making some life lesson yielding mistakes, and not measuring his self-worth according to a number that doesn’t mean a lot in the scheme of a life.

Then there are the schools, most of whom are complicit in perpetuating the myth that a high ATAR equals success. Having as many of their students achieve high ATAR scores as possible apparently draws future students and their parents to them like kids to cupcakes, as though the school’s ‘success’ ensures their ‘success’.

The pressure begins subtly with year 9 information evenings about subject selection and increases with each year. By year 11 and 12 the shove for students to consider which subjects will get them the highest ATAR scores is blatant.

What the webinar advertiser and the schools fail to address is that the ATAR score needed to get into a university course doesn’t equate to having the skills necessary to succeed at the job the course qualifies you for.

 Take medicine and veterinary science. Both need high entrance scores, but unless you go into research, the academic skills required to obtain the high score are not the most important skills needed to be a good vet or doctor.

Clever on paper does not necessarily guarantee a good bedside manner.

In my experience the high score that gets you into vet science won’t help you deal sensitively with people who are grieving, or who can’t afford first line diagnostics and treatment.

The schools and earnest young webinar touters neglect to highlight the many paths into university that don’t involve an ATAR, nor that a university education is not essential for a happy successful life.

I did grade 11 and 12 in the dark ages. We had TE (tertiary entrance) scores. I knew I wanted to be a vet from grade 10 onwards.

Entry into vet science required a TE score of 980. I got a 975. Did it sting to miss out on my first choice by 5 points. Absolutely. Did it ruin my life? Yes…for a few hours.

But I got into my second choice – a Bachelor of Science. I worked hard in my first year and got the marks I needed to upgrade from a Bachelor of Science into the Bachelor of Veterinary Science.

The role of parents of kids in senior school also seems to have shifted in the 33 years since I finished high school. The onus on parents now seems to be to coddle, cajole, and coach their children towards academic ‘success’.

When I chose to headbutt my way into a university course with a high entry score requirement my parents were supportive but not pushy.

Their quiet confidence that I would make my life work with whatever I did, launched me into a future where I knew that wherever I went it would be through my own decisions and effort. 

As for my children?

I keep their aspirations private beyond the people we have chosen to share them with.

But they won’t be mindlessly squashed into ATAR shaped holes. Likewise, if they are passionate about a career that needs a university education we will support them with kind words, hugs, good food, gentle suggestions to sleep well, get some fresh air, and to have fun with their friends.

I will not be shoving earnest young men with an agenda in their face, and I will encourage them to disregard any pressure their school puts on them regarding AATAR scores.

If you liked this post, here are a couple of others of related topics:

Rewards For Reports: Entitled or Deserved?

The Four Minute Teacher’s Gift