This petition is critical to address my concerns and those of many in our community regarding the proposed removal of ATAR bonuses in Western Australia, particularly affecting Specialist Maths, Methods, and Languages, set for 2027.

The ATAR bonus system has proven to be an invaluable tool in recognizing and encouraging excellence across diverse academic disciplines. By eliminating these bonuses in critical subjects like Specialist Maths, Methods, and Languages, we risk discouraging students from pursuing these vital areas of study. These subjects are the backbone of a well-rounded and competitive education, contributing significantly to our collective knowledge and skill set.

One crucial aspect that warrants careful consideration is the impact this decision will have on Year 9 students who have made their past subject selection based on the promise of ATAR bonus points. They invest considerable time and effort in selecting subjects that align with their interests, career goals, and academic strengths. Many have chosen Specialist Maths, Methods, and Languages, anticipating the added motivation and recognition provided by ATAR bonuses. To alter the rules mid-course not only undermines their commitment but also creates an unfair disadvantage for those who have made decisions based on the existing framework.

In addition, the removal of these bonus points will not only discourage students from choosing these subjects but also lead them to put significantly less effort into studying them. It's crucial to remember that universities only consider what subjects a student passed and their ATAR score. Specialist Maths and Methods are undeniably tougher subjects, demanding a deep understanding of complex ideas, strong problem-solving skills, and advanced critical thinking. If the bonuses are scrapped, students may opt to do just enough to pass these subjects, instead focusing their time on easier ones. For instance, let's consider a scenario where a student aims to enter the UWA Frontier Physics course, which requires a 96 ATAR and mandates Math Specialist and Math Methods as prerequisites. Without the bonuses, a student with scores like Application (80), Economics (75), English (75), and Visual Arts (75), but lower scores in Methods (51) and Specialist (51), could still qualify for the course. There's no incentive for them to strive for higher marks in Methods and Specialist. In fact, putting extra effort into these subjects may cause their other marks to drop significantly. So, I appeal directly to any university representatives reading this: if you wish to avoid admitting underqualified and poorly educated students to your most prestigious courses, it's imperative to reinstate these bonuses.

Furthermore, the removal of ATAR bonuses for key subjects may lead to a discouraging atmosphere for students, potentially affecting their motivation and performance. We risk inadvertently sending a message that certain subjects are undervalued, hindering the development of a skilled and diverse workforce in critical fields such as STEM and language proficiency.

Likewise, the importance of language proficiency cannot be overstated. In an increasingly interconnected world, proficiency in languages is a valuable asset that fosters cross-cultural understanding and collaboration. By withdrawing ATAR bonuses for languages, we risk diminishing the incentive for students to develop the linguistic skills necessary for effective communication and global engagement.

Eliminating the bonuses linked to Specialist and Methods will have a direct impact on students engaged in Application Maths. Given that ATAR scores are determined through a bell curve, the abrupt surge in the number of students who would have traditionally undertaken Methods and Specialist will elevate the standards for Application Maths. Consequently, individuals who might have achieved low sixties in the subject could now face the risk of failure. This implies that the removal of these bonuses will not only discourage students from pursuing STEM-related courses but also hinder entry into fields like Secondary Teaching or Surveying*, where Applications serve as a crucial prerequisite.

Moreover, assigning higher ATAR points to more challenging subjects is a logical and fair approach that reflects the increased effort and dedication required to excel in these rigorous disciplines. Harder subjects demand a deeper understanding of complex concepts, extensive problem-solving skills, and a heightened level of critical thinking. By allocating more points to such subjects, the educational system appropriately acknowledges the additional workload and intellectual rigor involved. This not only incentivizes students to take on more challenging courses but also recognizes and rewards the perseverance and commitment necessary to succeed in these academically demanding areas. In essence, the proportional allocation of ATAR points aligns with the principle that greater difficulty merits greater recognition, fostering a system that values and promotes intellectual growth and academic achievement at a more advanced level.

Addressing the contention that it's unfair to students whose schools don't offer these subjects, I would like to argue that all students have access to every ATAR subject. Every school has access to a program called the School of Isolated and Distance Education (SIDE), which is just as effective, if not more so, than a conventional ATAR class. Therefore the argument that removing ATAR bonus points achieves equity has no validity.

Your consideration of this matter is crucial in ensuring a smooth transition for our students and maintaining the integrity of the education system. I appreciate your time and understanding of the challenges posed by this proposed change. If you have any questions or even counterarguments against the petition, please feel free to contact me.

* Curtain University. (2023). Undergraduate Course Guide (2024). Bentley, Western Australia; Curtain University. 

-Contact me at lucas.leeper@outlook.com for any queries or comments.