What is a good ATAR? Why it depends entirely on the course

A good ATAR is the one that gets your child into a course they want, and nothing more. Here is how to find the real entry requirements, why a cut-off is not a guarantee, and how selection rank differs from the raw ATAR.

Last updated 2026-07-03.

A good ATAR is simply the one that gets your child into a course they want to do. That is the entire answer. It is not 90, it is not 95, and it is not whatever number a relative or a neighbour's child achieved. Because every course sets its own entry requirement, the only meaningful target is the real entry rank for the specific courses your child is considering.

The question "what is a good ATAR?" feels natural, but it is the wrong question. The better question is "what does this course actually require, and how do we find out?"

"Good" is defined by the course, not the number. Look up the real entry rank for the courses your child wants, remember that adjustment factors can lift their selection rank, and treat a published cut-off as a guide rather than a promise.

Why "good" depends entirely on the course

Entry ranks vary enormously between courses, universities and even campuses. Many well-regarded degrees, including teaching, nursing, business, IT, social work, the arts and plenty of science courses, have entry requirements well below the numbers most families assume. A smaller group of highly competitive courses sits near the very top.

This means a rank that comfortably opens one door might fall short of another, and both can be perfectly good outcomes. An ATAR of 75 that leads straight into a course your child is excited about is a far better result than an 88 aimed at a course they never really wanted. The number only has meaning next to a specific goal.

How do I find the real cut-offs?

Do not rely on rumour, old figures or a round number someone quotes with confidence. Go to the source:

Your state admissions centre course search. UAC (NSW and ACT), VTAC (Victoria), QTAC (Queensland), SATAC (SA and NT), TISC (WA) and the University of Tasmania each publish course entry information.
The university's own course pages. These often list a guaranteed entry rank and any extra selection criteria such as interviews, portfolios or prerequisite subjects.
Our university finder, where you can compare real courses side by side.

When you look, note which kind of number you are reading. Some figures are last year's lowest successful selection rank; some are a guaranteed rank the university commits to. They are not the same thing.

Is a cut-off the same as a guarantee?

No, and this trips up a lot of families. There are two different figures that both get called a "cut-off":

A previous-year cut-off is often the lowest selection rank that received an offer last year. Because it depends on how many people applied and how strong they were, it can rise or fall the next year. It is a useful guide, not a promise.
A guaranteed entry rank is a genuine commitment: reach it (and meet any other requirements) and you are guaranteed a place. Many universities now publish these, which takes a lot of the guesswork out of results day.

If a course only publishes a previous-year figure, aim a little above it for peace of mind.

Selection rank versus ATAR

The ATAR your child receives is the raw rank. The selection rank is what the university actually uses, and it can be higher once adjustment factors are applied. Universities award these for things like relevant subjects, financial or personal hardship, regional or remote location, attending an under-represented school, or elite sport.

So a student with a raw ATAR of 76 might reach a selection rank of 82 or more for a particular course. Always check a course against the selection rank your child is likely to have, not just the bare ATAR. Each university publishes its own adjustment schemes, so the boost differs from place to place.

How can I help my child think about this?

Start with courses, not numbers. Ask what they might want to study, then research the real entry requirements together.
Aim with a margin. Target a rank a little above a previous-year cut-off, or find courses with a guaranteed entry rank.
Keep perspective. A lower ATAR closes fewer doors than it seems, thanks to adjustment factors, early entry and alternative pathways.
Line up subjects sensibly. Prerequisites and enjoyment matter more than chasing scaling; see our subject-selection guide and how ATAR scaling works.

For the full picture of what the ATAR is and how it is built, start with our parent guide to the ATAR. If you would like a hand matching your child's goals to real courses, the ExamExplained team is one message away.

Frequently asked questions

What ATAR do you need for most university courses?

There is no single answer, because every course sets its own entry requirement and those requirements change each year. Many respected degrees have entry ranks well below the 90s that families often assume, while a handful of highly competitive courses sit near the top. The only reliable figure is the current entry rank for the specific course your child wants, published by your state admissions centre and the university.

Is a cut-off a guarantee of a place?

Usually not. A published cut-off is often the lowest selection rank that received an offer in a previous year, which can move up or down depending on demand. Some universities do publish a guaranteed entry rank, which is a genuine promise, so it is worth checking which type of figure you are looking at.

What is the difference between ATAR and selection rank?

The ATAR is the raw rank a student receives. The selection rank is what a university actually uses to decide an offer, and it can be higher once adjustment factors (bonus points for subjects, hardship, location, and so on) are added. A student can meet a course requirement on selection rank even if their raw ATAR is a little below it.

Should my child aim for the highest possible ATAR anyway?

Encouraging them to do their best is healthy; fixating on a specific high number is usually not. It is more useful to research the courses they care about, note the real entry ranks, and aim there with some margin. Chasing an arbitrary number like 95 adds pressure without a clear purpose.