Rethinking access to university
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Presentation of emerging findings to Neon summer symposium 8th June 2017. Final report http://www.reform.uk/publication/joining-the-elite-how-top-universities-can-enhance-social-mobility/
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Rethinking access to university
- 1. NEON Summer Symposium 2017 Widening Access in Higher Education: Are we there yet? 8th & 9th June 2017 #NEONSummerSymposium @NEONHE
- 2. Rethinking access Emilie Sundorph, Researcher @ESundorph Louis Coiffait, Head of Education @LouisMMCoiffait (sadly couldn’t be with us) Dan Vasilev, Researcher @dan_b_vasilev Reform @ReformThinkTank
- 3. Agenda > Introducing Reform > The wider political context > Our HE access project > Participation differences > The five common challenges > What works? > Q&A (slides available afterwards, sources in the notes)
- 4. Introducing Reform > Independent and non-partisan Westminster think tank > Our mission is to set out a better way to deliver public services and economic prosperity
- 5. The wider political context > Ongoing (if inconsistent) focus on ‘social mobility’ > UK £ inequality stubbornly high > HE returns make it a key lever for social mobility > HE relatively well funded > Renewed focus on ‘skills’ coming? > Greater role e.g. attainment and/or sponsor schools?
- 6. Our HE access project > Increasing access at high-tariff institutions > Where have institutions improved and how? > HESA data, access agreements, OFFA spending data, FOIs and interviews > Available this summer – we’d love your feedback
- 7. Participation differences > These will be familiar to you…
- 10. The five common challenges > You may know these all too well too… 1) Prior attainment 0 2 4 6 8 10 12 Disadvantaged students Other students Percentage of students achieving 3 or more A grades at A level in 2015-16 0 10 20 30 40 50 60 70 Disadvantaged students Other students Percentage of students achieving 5 or more A*-C grades at GCSE in 2013-14
- 11. The five common challenges 2) Cooperation with schools 3) Aspirations and perceptions of HE > Parent and teacher encouragement 4) Measuring success > POLAR issues > What kind of impact? 5) Commitment of institutions? > “Some institutions see Widening Participation spending as a tax”
- 12. What works > Spending? > Lack of consistency £- £200 £400 £600 £800 £1,000 £1,200 -5 -4 -3 -2 -1 0 1 2 3 4 5 Average outreach spend per student and progress against benchmark 2012- 15
- 13. What works > Working with younger students? > Using Higher Education Access Tracker (HEAT) > Clarifying good outcomes
- 14. What works > Senior staff buy-in > “People will even support the same football team as the VC” > Link to admissions > Centralised and contextualised and (even more!) professionalised > Clear effect in the data > “Any institution that takes WP seriously has to consider contextualised admissions”
- 15. Accelerating contextualised admissions > Progress hard and slow(ing) 1.5pp 0.5pp > Could help whole sector > Value for money (clearer impact than 16-18 outreach?) > TEF should show value added by HEIs > Why not? > Can they handle it / compete? Seems so > Lowering standards? Also seems not. Research more > Unfair on others? They already have advantages 4 5 6 7 8 9 10 11 12 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Percentageofallfirstdegreeentrants Proportion of POLAR3 quintile one students at English universities All universities High Status Universities
- 16. Rethinking access – Q&A Emilie Sundorph, Researcher @ESundorph Louis Coiffait, Head of Education @LouisMMCoiffait
Notes de l'éditeur
- reform.uk
- https://www.ifs.org.uk/publications/8937 p.29
- Department for Education, Widening Participation in Higher Education, England, 2013/14 Age Cohort, 2016.
- Department for Education, Widening Participation in Higher Education, England, 2013/14 Age Cohort, 2016. Claire Crawford et al., Family Background and University Success, 2016. High-status refers to Russell Group universities or universities with equivalent research standards.
- Department for Education, Widening Participation in Higher Education, England, 2013/14 Age Cohort, 2016. Claire Crawford et al., Family Background and University Success, 2016. High-status refers to Russell Group universities or universities with equivalent research standards.
- GCSE: 36.5 vs 64 per cent, 27.4 pp gap. Source: Department for Education, Statistical Working Paper: Measuring Disadvantaged Pupils’ Attainment Gaps over Time (Updated), 2015 A-level: 4.9 vs 11 per cent, 6.1 pp gap. Department for Education, A Level Attainment: Characteristics. Ad-Hoc Notice, 2017
- Working-class parents are more likely to prioritise other factors than rankings. Source: Gavan Conlon and Maike Halterbeck, The Determinants of University Selection (London Economics, 2017) Almost half of state school teachers would not encourage their brightest pupils to apply to Oxbridge. Source: The Sutton Trust, ‘Over Four in Then State School Teachers Rarely or Never Advise Bright Pupils to Apply to Oxbridge’, Press release, (13 October 2016)
- Net progress against 2011 benchmark Two outliers, no significant correlation
- Source: OECD, Equity and Quality in Education: Supporting Disadvantaged Students and Schools, 2012, 27
- Reasons why it might be a good idea for the whole sector to increase contextualised admissions, current approaches are slow(ing) Sources: The Sutton Trust, Innovative University Admissions Worldwide: A Percent Scheme for the UK?, 2009 Joanne Moore, Anna Mountford-Zimdars, and Jo Wiggans, Contextualised Admissions: Examining the Evidence (Supporting Professionalism in Admissions, 2013)