Widening participation and fair access: How to raise ambition: is it only about better grades?

MA in Post-War Recovery Studies: Quantitative Method

IEE Conference – 20 March 2014How to raise ambition: is it only about better grades?Peter RuddInstitute for Effective EducationUniversity of York


The current widening participation landscape• Widening participation / fair access / promoting social mobility / access to professions

• Plethora of organisations to support these aims

• 2013 a watershed year? First charging of fees, enhanced OFFA role, Access agreements

-----------------------------------------------------------------• Who are the under-represented? NS-SEC groups 4-6, Polar3 Quintile 1, minority ethnic groups, FSM pupils, state school pupils


The school/college perspective (grades)• Critique: the rigid use of A-level grades does not take account of the socio-economic context of the pupil or the school

• One study found that comprehensive pupils, once they had a place in HE, outperformed independent and grammar pupils in their university degree outcomes (Kirkup et al. 2010)

• Russell Group’s A-level subject list is too limited


The university perspective (additional activities)• An important factor in determining how many students from poorer backgrounds go to university is the fact that so few of them get the grades they need: schools must do more to improve grades

• Universities, however, can assist by offering a range of programmes and additional activities, including: Ambassadors / role models / mentors Conferences / seminars / workshops / advice & guidance

Study skills / assignments / online support

Outreach with schools Bursaries / scholarships


Example: The Realising Opportunities Programme• Collaboration of (currently) 15 universities (RIUs)

• Began in 2009 with 12 universities (from 2012 self-funded)

• Aimed at 17 and 18 year-olds from under-represented groups: ‘most able, least likely’

• Delivered by RO Central Team at Newcastle University

• Currently being evaluated by the IEE, University of York, with an overview report due out shortly


Example: The Realising Opportunities Programme


What does the evidence tell us?Figures for 2011/2012 (HEFCE, 2013)• Since the late 1990s, the rate of participation in HE among young people has increased from 30% to 38%

• The young participation rate trend for the most disadvantaged quintile (Polar3) has increased from 13% in 2005/6 to 20% in 2011/12

• The equivalent figures for the most advantaged quintile (Polar3) saw an increase from 51% to 60%

• The participation rate in Wimbledon, the constituency with the highest rate nationally, was 68%, four times greater than in Nottingham North, the constituency with the lowest rate


What does the evidence tell us?University applications for 2013 (UCAS, 2013)• 35% of 18-year-olds applied to university this year

• The entry rate from the most disadvantaged areas in England (Polar2 Q1) increased by 1.4% on 2012

• The university entry rate ratio (Q5/Q1) was 2.8 (improved steadily from 4.4 in 2004)

• The ‘higher tariff’ university entry ratio (Q5/Q1) was 7.5 (improved from 9.5 in 2004)

• Although these figures suggest slight improvements the context is one of a rising number of places (increase from 413,000 in 2007 to 496,000 in 2013)


What does the evidence tell us?University applications for 2013 (UCAS + media)• Gender gap: 58% applicants women, 42% men

• ‘Young men are becoming a disadvantaged group in terms of going to university’ (UCAS CEO)

• ‘The gender gap at universities: where are all the men?’ Guardian, 29/01/14

• ‘Boys left behind as gender gap at university grows’. Daily Mail, 31/01/14.

• ‘Boys being left behind as university gender gap widens’. Daily Telegraph, 31/01/14


Where next? The Risks of WP?• Failure to address the educational barriers that exist before age 16, and even before age 11?

• (Enhanced) Hierarchy of HE institutions: a highly stratified system of HE

• Vested interests will prevent substantial increases in participation by under-represented groups?

• The value of a degree will decline, with possible dilution of the quality of HE: ‘grade inflation’ and/or ‘Mickey Mouse’ degrees?

• Hence ‘it doesn’t matter now whether you go to university: what matters is which university you go to’


Where next? Positive achievements?• Generally, a slow but steady increase in the participation of under-represented groups

• Les Ebdon: “Rates of 18-year-olds from disadvantaged backgrounds applying to higher education are higher than ever before. These figures show a continued trend over time, with the application rate for disadvantaged young people increasing every year for the last ten years. Disadvantaged 18-year olds are now nearly twice as likely to apply for higher education as their counterparts were ten years ago”.


Where next? Positive achievements? But:• However, “Positive as they undoubtedly are, these figures should not disguise the wide participation gaps between the most and least advantaged. Young people from the most advantaged areas are still two and a half times more likely to apply for higher education than those from areas where participation is low. This gap hinders efforts to increase social mobility and addressing it must remain a priority.”


References• HEFCE (2012) Trends in young

participation in higher education• Kirkup at al. (2010) Use of an

aptitude test in university entrance: a validity study. Final report

• Russell Group (2013) Informed Choices

• UCAS (2013) 2013 Application cycle: end of cycle report

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Widening participation and fair access: How to raise ambition: is it only about better grades?

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