2022 ATAR Report release

The 2022 ATAR Report was published by QTAC on 31 January 2023 and is now available on the QTAC website. Download your copy here.  

The annual ATAR Report provides an overview of the calculation of the ATAR and scaling outcomes for the previous year’s Year 12 student cohort. In line with the 2020 and 2021 ATAR Reports, the 2022 Report contains a summary of subject enrolments, the outcomes of the inter-subject scaling process for each subject, as well as the allocation of students to ATAR bands. The format and overall content of the report has been kept the same as in previous years to make it easy for people to follow trends and to make comparisons across the years.  

For more information about the calculation of the ATAR, see the Calculating the ATAR in Queensland: Technical Document available on the QTAC website.  

2022 ATAR Insights at a glance 

The summary below compares key ATAR statistics for the 2020, 2021 and 2022 Year 12 cohorts – the first three years of the introduction of the Queensland ATAR.

27,245 students qualified for a Queensland ATAR in 2022. At 52.9%, this was marginally higher than in previous years. 

Qualifying for the ATAR

From 2020 to 2022 there has been an increase in the number of students qualifying for the ATAR on schemes other than with 5 General subjects. The number of Year 12’s qualifying for an ATAR through the schemes  4 General + 1 Applied subject is up 1.38%, and those getting their ATAR under the 4 General + 1 VET qualification is up 2.49%. 

8,548 students, or 31.3% of the ATAR-eligible cohort, received an ATAR based on their VET or Applied subject in combination with 4 General subjects. There has been a corresponding decrease in those qualifying with 5 General subjects. This is a positive indication that the ATAR scheme is encouraging students to follow study pathways other than with only General subjects. 

Subjects and Qualifications studied

The most studied subjects in 2022 for each subject type were English (General), English and Literature Extension (General Extension), Chinese (Senior External Examination) and Essential English (Applied). The most frequently completed VET qualifications for each AQF Level were the Certificate III in Fitness, the Certificate IV in Crime and Justice Studies, the Diploma of Business and the Advanced Diploma of Professional Dance (Elite Performance). 

Summary of key statistics across the first three years of the ATAR in Queensland 
ATAR Distribution

During the ATAR calculation process the allocation of ATARs to different bands is done according to the set formula. As can be seen from the table below, the ATAR distribution is similar year on year, and the small changes in numbers of students fitting into the different ATAR distribution bands reflect the changing population of ATAR–eligible students.  

ATAR Scaling

When compared against the previous two years, the 2022 scaling outcomes for individual subjects confirm that the cohort achievement and scaling for subjects changes from year to year and to varying degrees. The Distribution of Raw and Scaled Results for all subjects in 2022, as presented in Tables 7, 8 and 9 in the ATAR Report, show that while there is similarity in scaling outcomes across the years, there is no set pattern or ‘predictability’ in how different subjects might scale when compared to previous years.  

**When reading this report and interpreting the data, it is imperative to observe the following: 

  • Inter-subject scaling is the process undertaken to map each QCAA subject and completed VET qualification to a common scale. This allows raw results in different subjects to be compared fairly. 
  • Subject Scaling is a comparative measure based on actual subject achievement data and is expected to be different from one year to the next based on the capability of the student cohort for each year. QCAA subject results are the true achievement levels. 
  • The performance of students in each subject, each year determine the scaling of a subject. Students should not select subjects based on predicted scaling outcomes but should choose subjects they enjoy, are good at and which meet any prerequisites for courses they want to apply for. 
  • QTAC does not endorse any ATAR calculators to help identify whether a student is on track to receive a particular ATAR. Calculating the ATAR is a data-driven process and schools need to be wary of calculators, as those calculators will not have access to the actual data which is used to calculate final ATARs. Although trends will form, schools, students and parents are advised not to use historical scaling data to predict future outcomes. 

Applicant Spotlight: Regional Year 12 graduate overcomes challenges to achieve study goals

Regional students face unique challenges not usually experienced by those living in major cities. Leanne, one of our QTAC applicants and a 2022 Year 12 graduate from Innisfail in Far North Queensland, shares her story as an inspiration to other regional students. Leanne’s hard work at school and her excellent Year 12 results paid off when she received an offer for her first preference course, the Bachelor of Medicine, Bachelor of Surgery at James Cook University in Townsville. 

Having experienced first-hand the limited health services in rural areas, Leanne says she always wanted to make a difference in rural communities. It is also why her first preference was a medicine course with a focus on rural health. “For me the course was more important than the university. If I had received my second or third preference, I would still be happy since the end goal of becoming a health professional in order to help others in times of need would be more important to me than the university.”  

One of Leanne’s biggest motivations for study during Year 11 and Year 12 was her desire to pursue a degree in health. Noting that, if she had missed out on an offer for medicine this year, her Plan B was to study Pharmacy as a pathway to Medicine. 

Studying at a small school in a regional area can be more challenging since there is often less availability of services, resources, and teachers. Leanne’s message to other rural students is that, despite the challenges you can still do well in your studies. “It is not impossible. You are more capable than what you think you are!”  

What I achieved is far greater than what I thought was possible. You are much greater than you think you are.

Regional students face unique challenges not usually experienced by those living in major cities. Leanne, one of our QTAC applicants and a 2022 Year 12 graduate from Innisfail in Far North Queensland, shares her story as an inspiration to other regional students. Leanne’s hard work at school and her excellent Year 12 results paid off when she received an offer for her first preference course, the Bachelor of Medicine, Bachelor of Surgery at James Cook University in Townsville. 

Having experienced first-hand the limited health services in rural areas, Leanne says she always wanted to make a difference in rural communities. It is also why her first preference was a medicine course with a focus on rural health. “For me the course was more important than the university. If I had received my second or third preference, I would still be happy since the end goal of becoming a health professional in order to help others in times of need would be more important to me than the university.”  

One of Leanne’s biggest motivations for study during Year 11 and Year 12 was her desire to pursue a degree in health. Noting that, if she had missed out on an offer for medicine this year, her Plan B was to study Pharmacy as a pathway to Medicine. 

Studying at a small school in a regional area can be more challenging since there is often less availability of services, resources, and teachers. Leanne’s message to other rural students is that, despite the challenges you can still do well in your studies. “It is not impossible. You are more capable than what you think you are!”  

When asked about her Year 12 experience, Leanne said, “overall, it was quite an enjoyable year. As a regional student, studying locally meant that I got to spend my final year with the support of my family, friends, teachers, and my lovely school community at Good Counsel College, Innisfail.” 

Leanne was quick to note that she couldn’t have achieved her goal without the support of family. “My sisters were always the first to hear about my day, to kindly remind myself to keep studying and made sure that I was taking care of myself and give me a hug if I needed it. Even though my older sister was away at university, she sorted out everything for my Year 12 formal – dress, shoes and makeup!” 

Playing the piano for a school audience is daunting at the best of times, but playing for her College Masses and other events was a particularly important achievement for Leanne, who is largely self-taught player. “I began teaching myself piano from Grade 9 since my older sister, who was the main musician for the College, graduated, and so the College needed someone to fill her shoes. Music lessons were quite expensive and living in a rural area meant that there were not many music teachers available. I took up the challenge of teaching myself piano and began by choosing it as a subject in Grade 9. After learning theory and practising at home, I eventually became good enough and was able to play in front of other people for College Masses and on show days.”

Leanne will be making the big move away from home in Innisfail to Townsville to take up her place in her medicine course in February 2023. “What I’m looking forward to most is being with like-minded people and studying a course that I am passionate about. It will be amazing to hear other students’ stories and I’m looking forward to making life-long friendships.” 

High school isn't everything, and that one number (your ATAR) doesn't determine your worth as a person or the great things that you have in mind to achieve. ‘No’ just means ‘next option’ and ‘fail’ means ‘first attempt in learning’.

If you have an inspiring and interesting story to share about how you (or someone you know) got to university or further study, or how your study went – we’d love to hear from you.