Uni Entrance Programs are Winning

Meeting the target of a majority holding at least a bachelor degree has meant a rethink of uni admissions.

In-school enabling programs (ISEPs) designed with universities have become common, assisting less advantaged students or those who don't thrive in high stakes exams enter university.

It was time for these programs to be appraised and the first national, cross-institutional benchmarking and impact study of these high school/uni programs in Australia has been released. 

Through collaboration across four universities and their partner high schools, the study examined the models and outcomes of ISEPs across Australia with a focus on impact for equity groups. The universities participating in the project deliver ISEPs in partnership with high schools across three states and various education systems (public and private).

Edith Cowan University with UniPrep Schools, Murdoch University with Flexi Track High, Southern Cross University with UniStart for Schools, and University of Southern Queensland with UniPrep were involved. The comparative research project spanned 94 high schools across Australia, with stakeholder voices and a principal consultation group to provide guidance on a final output: A Practical Guide for Implementation (Jones et al., 2026a) for high schools and universities.

The project examined curriculum, assessment, and delivery models across four universities, analysed academic outcomes and transition rates to university for ISEP graduates, and explored student and educator perspectives on program efficacy and socio-emotional impact. It also aimed to provide sector-wide guidance for quality assurance and scalability.

Project outcomes showed that ISEPs enrolled high proportions of students from equity cohorts, including those from low socio-economic status (SES) backgrounds, regional and remote areas, and Aboriginal and Torres Strait Islander communities. At some universities, equity representation was as high as 80% of the cohort. Within the program, students achieved an overall success rate of 87% and completion rate of 79%, exceeding typical post-school enabling program benchmarks.

Approximately half of ISEP graduates progressed to undergraduate study at their home university. Once at university, students from equity groups who were admitted via ISEPs had similar first-year retention rates as peers from non-equity groups, demonstrating that these programs effectively prepare students for transition despite the challenges associated with cumulative disadvantage.

However, success rates were slightly lower for students belonging to two or more equity groups, highlighting the need for sustained support beyond the enabling stage. Qualitative findings revealed that ISEPs deliver transformative socio-emotional benefits for students from equity groups, reducing ATAR-related stress and fostering confidence, resilience, and belonging.

Students described the programs as life-changing, while educators emphasised their role in dismantling systemic barriers and breaking cycles of disadvantage. These programs not only provide academic preparation but also cultural readiness, demystifying university systems and expectations for students who are often first-in-family to attend higher education.

ISEPs are academically rigorous, socially responsive, and aligned with national equity objectives. They provide a viable, scalable mechanism for widening participation in higher education, particularly for students from underrepresented groups. Continued investment, policy recognition, and research will be essential to sustain and expand these programs, ensuring all students, regardless of background, have equitable access to university and the opportunity to flourish.

Benchmarking of practice across the universities showed strong alignment and academic rigour across ISEPs, highlighting shared principles in curriculum, assessment, and moderation practices that ensure a high-quality pathway to university for diverse contexts and school communities. ISEPs are designed to increase access to university, particularly for students from equity groups.

Students found ISEPs to be a confident and credible pathway to university. Students consistently described ATAR as a pressure point and selected an ISEP when ATAR was not accessible or was harming wellbeing.

ISEPs convert underserved aspiration into capability and empowerment. Through the ISEP, students gain confidence, academic literacies, and self-belief in university attainment. 90% of students surveyed indicated that the ISEP helped them to believe they could achieve success at university.

The intentional, inclusive, and scaffolded curriculum design within ISEPs contributed strongly to preparedness for success at university. Students and educators recognised profound shifts in students’ perception of their own capacity and possible futures, with the programs equipping students with academic skills, instilling confidence and motivation and creating accessible pathways to university.

ISEPs build confidence and self-efficacy, supporting students to succeed and flourish at university. Students who entered university via an ISEP reported strong wellbeing and flourishing, with results on measures of resilience, wellbeing, and belonging comparable across students from equity and non-equity groups. This holistic view of student success and flourishing is encouraging given the association between student progression and factors such as mental health and equity group membership, and sense of belonging, resilience, and wellbeing.

Work to be done includes creating a modified version of the Common Learning Outcomes tailored for ISEPs to ensure relevance and applicability to the senior schooling context and establishing a nationally endorsed enabling education framework, with common learning outcomes, portfolio standards, and external moderation, ensuring quality, transparency, and portability.

Universities should prioritise university engagement toward schools and students experiencing genuine disadvantage to ensure resources are allocated to maximise impact for students facing the greatest barriers to university.

Universities also need to implement targeted strategies to address systemic barriers impacting equity cohorts and provide sustained support for their transition and success throughout later years of study, ensuring actions address enduring challenges and promote long-term equity outcomes.

Deep partnerships need to be developed with high schools and across universities through shared programs and curriculum development generating designs that provide contextually flexible pedagogical approaches to ensure alignment, efficacy and responsiveness to cohort needs.

Collaborative longitudinal research to inform policy and practice aimed at enhancing student outcomes, with a focus on pathways and equity groups needs to be ongoing according to the research.