A headline about students leaving university can refer to several different events. Failing a subject, changing providers, taking a break and leaving higher education altogether should not be treated as interchangeable.
Before repeating a rate, identify the group being followed and the period of observation. A measure of first-year attrition addresses a different question from eventual completion. The year an article appears may also differ from the year its students began studying.
Read the definition beside the figure
The Australian Department of Education publishes student data with explanations of its measures. Its 2024 student-data key findings provide one primary reference. Read the relevant definitions and footnotes before comparing a number with another provider or year.
Choose one table and describe its population, measure and time period in a sentence. Then state a conclusion the table cannot establish. A count of students who did not continue, for example, cannot on its own explain every person's reason for leaving.
Investigate whether a comparison uses consistent definitions. Note any differences in the students included, the observation period or the treatment of transfers. If the information is missing, record the limitation rather than assuming it makes no difference.
For a prospective student, follow the numbers with practical questions about course fit, support, flexibility and the work required. A rate can inform a discussion, but it cannot make an individual decision by itself.
A useful criticism or defence of higher education begins with an accurate description of the evidence. Preserve what the statistic measures before asking it to support a broader conclusion.