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The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

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You are reading: ACSES 2024 Annual Report

Message from the Executive Director

Professor Shamit Saggar

 

The past two years have marked a significant period of renewal for the Australian Centre for Student Equity and Success (ACSES). In 2023, we welcomed a new leadership team and introduced a new operational model, laying the groundwork for a more impact-driven approach to student equity. These changes culminated in 2024, with our transition from the National Centre for Student Equity in Higher Education (NCSEHE) to ACSES, reflecting a broader and more ambitious commitment to research, policy, and practice in the equity space.

Our mission remains clear—to equip universities and policymakers with evidence-based solutions that improve access, retention, and success for underrepresented students. Over the past year, ACSES has expanded its research programs, deepened sector engagement, and launched initiatives that drive meaningful change on the ground. The Centre has also played a pivotal role in national discussions on equity, particularly in shaping responses to the Universities Accord.

As we look ahead, our focus is on sustained impact. Equity in higher education is not just a policy goal—it is essential to Australia’s future prosperity and social cohesion. Through rigorous research, strategic partnerships, and practical innovation, we will continue to bring to fruition what works to ensure student success.

I am deeply grateful to our partners, stakeholders, and the entire ACSES team for their dedication. I look forward to the next phase of our work as we build a fairer higher education system.

 

 

ASCES 2024 Annual Report Summary

 

The 2024 Annual Report Summary provides an overview of the Australian Centre for Student Equity and Success’s key achievements, impact, programs, and growth in 2024 as a national What Works Centre for student equity.

 

 

The full ACSES 2024 Annual Report and the ACSES 2024 Annual Report Summary are available to download below.

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General Annual reports
Download the full report
ACSES 2024 Annual Report
ACSES, 2025
Featured publications
Increasing the number of Aboriginal teachers in the Northern Territory: Planning for the future
T Woodroffe​ , 2025
An ACSES First Nations Fellowship final report. This project explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers, and examined strategies to promote teaching as a viable and appealing profession.
Aboriginal and/or Torres Strait Islander
Indigenous
Understanding school students’ aspirations in uncertain times
L Fray, S Patfield, K Sincock, J Gore, and C Rubie​ , 2026
A Small Grants Research Program final report. The study returned to a diverse cross-section of schools in the Aspirations Longitudinal Study (2012-2015) to understand how students’ views about their futures had changed over the past decade.
Aboriginal and/or Torres Strait Islander
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Pathway programs and Indigenous student completion: Building the evidence
B Fredericks, K Barney, T Bunda, A Moor, K Hausia, S Parlett, N Richy, and D Taylor-Griffiths​ , 2026
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
Aboriginal and/or Torres Strait Islander
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Investigating the relationships between First-in-Family status, equity groups, and university access
T Zając, G Stahl, W Tomaszewski, and N Xiang ​ , 2025
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
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More publications
Increasing the number of Aboriginal teachers in the Northern Territory: Planning for the future
An ACSES First Nations Fellowship final report. This project explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers, and examined strategies to promote teaching as a viable and appealing profession.
Aboriginal and/or Torres Strait Islander
Indigenous
Research report
Publications
Fellowship Reports
Understanding school students’ aspirations in uncertain times
Tomasz Zając​ , The University of Queensland (UQ)​
A Small Grants Research Program final report. The study returned to a diverse cross-section of schools in the Aspirations Longitudinal Study (2012-2015) to understand how students’ views about their futures had changed over the past decade.
Aboriginal and/or Torres Strait Islander
Indigenous
Low SES
Low socioeconomic status
Regional, rural and remote
Regional and remote
Research Reports
Pathway programs and Indigenous student completion: Building the evidence
Tomasz Zając​ , The University of Queensland (UQ)​
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
Aboriginal and/or Torres Strait Islander
Indigenous
Research Reports
Investigating the relationships between First-in-Family status, equity groups, and university access
Tomasz Zając​ , The University of Queensland (UQ)​
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
First in Family
Research Reports