Early university offers are a lifeline for equity students

Recent comments about university early entry schemes repeat familiar concerns – that they primarily benefit wealthier students, lack transparency, and lead to students losing focus on their final exams. However, the evidence tells a different story.

Dr Patfield’s research into equity in higher education shows that early entry offers can be a game-changer for students who might not shine under the pressure of final exams like the HSC. Many students from disadvantaged backgrounds face challenges outside the classroom – be it financial strain, caring responsibilities, or living in remote areas – that can weigh heavily on their performance. Early offers allow them to be recognised for their broader potential and capabilities, rather than being judged on one exam score.

On a personal note, this topic hits home. Sonal Singh’s daughter, Mira (a pseudonym), is in Year 12 and feeling the weight of exams. When she received an early offer, her outlook shifted remarkably. “It feels like I can breathe now,” she said. That offer was a lifeline that turned her feelings of worry into a sense of hope and possibility. 

As equity researchers and practitioners, we understand that this sense of relief isn’t unique to Mira. Early offers can have a profound impact on students from underrepresented backgrounds, providing them with the security they need to navigate the stress of Year 12 and make decisions about their futures. 

For many students facing significant social or health barriers, this assurance can mean the difference between pursuing higher education or walking away from it.

While criticisms of early entry programs raise important points about transparency of admissions processes, they miss the bigger picture. The HSC is just one way to measure a student’s potential, and it doesn’t tell the whole story—especially for equity students. 

Recognising the whole student 

Early offers empower students, providing them with recognition, certainty and hope. It’s not just about securing a university spot; it’s about dismantling barriers that prevent many students from even considering higher education. 

Evidence shows that students from underrepresented backgrounds thrive when given the chance to secure their futures early. Rather than ‘slacking off’ in their final exams as is often reported in the media, early offers can be motivating for students and can provide families with extra time to prepare for the significant transition into higher education.  

Indeed, for Mira, knowing her place at university is assured has given her optimism and reignited her passion for learning, allowing her to focus on preparing for her exams without the weight of uncertainty hanging over her.

A more inclusive future

Early offers are crucial for creating a more inclusive university system. While it’s important to discuss their merits, abandoning these programs would be a mistake. The focus should be on refining them to better support the students who need alternative ways to get to university. 

The University of Technology Sydney has evidenced this through the U@Uni Academy program, which is specifically designed to provide students from underrepresented backgrounds with access to university by focusing on their skills and capabilities.

Equity-based early entry programs are about seeing the whole student and acknowledging their lived experience, ensuring that higher education is accessible, no matter their background.

As equity researchers and practitioners, we know that this impact is even more significant for students facing systemic disadvantages. One student in our research who had faced homelessness in Years 11 and 12 commented, “going through this early entry scheme 100% gave me the confidence to be able to pursue this career and be able to do life in general”. This student is now studying a Bachelor of Science at the University of Newcastle.

It is clear that early entry schemes can make a genuine difference in young people’s lives. They can even be transformational, opening up a pathway previously thought to be impossible. Our hope is that policymakers and universities continue to strengthen these programs, making sure they remain a vital pathway for equity students across Australia. 

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Sonal Singh is Vice-President Equity Practitioners in Higher Education Australasia (EPHEA) Executive Manager, Student Access and Equity at University of Technology Sydney. 

Dr Sally Patfield is Lecturer, Teachers and Teaching Research Centre, School of Education, at The University of Newcastle.