Teachers play a key role during the pivotal early stages of a child’s life. But do all Australian children have the same access to such teachers? In this paper, the authors shed new light on this question by examining the prior academic achievement (ATAR) of secondary school teachers in New South Wales.

This paper provides recommendations for policy and decision-makers in systems and institutions to further support the development and implementation of assessment strategies to measure and foster students’ creativity and critical thinking in higher education.

This paper looks at past research and recent data on ATAR with respect to university admissions, completions and attrition, with a particular focus on the growing category of students admitted on a non-ATAR basis.

This 2019–2020 project explored University of Washington faculty and postdoctoral researcher needs for understanding and communicating the impact of their work. The project was designed to understand the challenges researchers face in this area, identify how participants in these fields define and measure impact, and explore their priorities for research-impact support.

The findings from this project not only reinforce many of the same trends that others are reporting—that women and caregivers are at a huge disadvantage as the pandemic persists—but also brings new data to the fore on the particular activities where these gaps exist.