Interventions early in school as a means to improve higher education outcomes for disadvantaged (particularly low SES) students.
This review identifies early interventions in schooling aimed at increasing students’ participation in higher education after completing school. The review constitutes Component A of the DEEWR funded research project Interventions early in school as a means to improve higher education outcomes for disadvantaged (particularly low SES) students. < Back
For the purposes of this review, ‘early’ refers to the school years up to Years 11 and 12; that is, before the last two years of post compulsory or senior secondary schooling. ‘Interventions’ refers to
organised and strategic programs ‘purposely designed to manoeuvre a population in particular directions’ (Alloway et al. 2004: 218). While early interventions in Australia are of particular interest, these are complemented by information about and analysis of interventions in other OECD nations (including the United States, Canada, the United Kingdom and New Zealand).
The review is prefaced by a brief overview of the policy environment informing access and participation in Australian higher education, from immediately following the Second World War up until late 2007. It traces the shifts over time in thinking about equity in this context, including shifts in what constitutes Australian higher education. Emphasis is given to issues related to students from
low SES backgrounds.