Whether or not a school is single sex, its sector and its focus on academic achievement are just some of the main factors in determining a student’s tertiary entrance ranking, a new report conducted by the National Centre for Vocational Education Research (NCVER) has found.

The report examines key factors over and above the student’s individual background that impact on university entrance rankings and enrolment.

For the probability of going on to university – after accounting for entrance rankings – the most influential characteristics are the proportion of students from a non-English speaking background, sector, and the socio-economic status of the student body

The study also examined what it calls the ‘fabric’ or ethos of a school, such as the overall focus on academic achievement, teacher quality and the nature of the broader school community.

“The study provides invaluable insights into explaining the influence of schools on student outcomes, over and above a student’s individual background,” said Tom Karmel, Managing Director, NCVER.

“The findings confirm that while individual student characteristics and background are the main drivers for university enrolment and entrance rankings, schools really do matter.

“It is interesting to note that most of the influential school characteristics identified in the study are linked to the ‘culture’ of the school.

“While secondary education is about more than academic goals, for many students, parents and schools there is no doubt that rankings and university enrolment are of high importance.”

The study used data from the Longitudinal Surveys of Australian Youth (LSAY), which tracks young people aged 15-25 as they move from school into further study, work and other destinations.

Copies of The impact of schools on young people’s transition to university are available fromwww.lsay.edu.au/publications/2541.html.