Popularity of A Level Subjects among University Students

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Autor/in	Rodeiro, Carmen Vidal
Institution	Cambridge Assessment (United Kingdom)
Titel	Popularity of A Level Subjects among University Students
Quelle	(2019), (98 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Higher Education; Educational Attainment; Achievement Tests; Course Selection (Students); Decision Making; Secondary School Students; Occupational Aspiration; Academic Ability; College Applicants; Foreign Countries; Access to Education; Academic Achievement; Student Characteristics; Correlation; College Choice; College Admission; College Attendance; Institutional Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsabschluss; Bildungsgut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Course selection; Student; Students; Kurswahl; Decision-making; Entscheidungsfindung; Sekundarschüler; Berufsneigung; Berufsziel; College applications; Studienbewerber; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Korrelation; Studienortwahl; Hochschulzugang; Hochschulzulassung; Zulassung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	Researchers investigating progression to higher education (HE) have suggested that student and school characteristics (e.g., gender, prior academic attainment, social background, type of school) are important factors affecting HE participation and the type of HE institution attended (Chowdry et al., 2013; Boliver, 2013; Vidal Rodeiro, Sutch, & Zanini, 2015). This is in part because certain types of qualifications and/or subjects that are good preparation for HE tend to be taken by young people with higher academic attainment, which is related to social background and to the choices available in their schools (Vidal Rodeiro, 2007; Dilnot, 2016; Gill, 2017). In England, the principal measure of academic attainment for 18 year-old pre-university students is the A Level. In recent years, over 80 different subjects have been offered at A Level. Students can decide which and how many of those subjects they wish to study depending on, for example, their career aspirations, their academic ability, the provision at their school/college or the advice given to them. Students aiming for university typically study three or four subjects at A Level. For example, in 2015, 73 per cent of the 18 year-olds applying to UK HE institutions did so with just A Levels (UCAS, 2016). Choosing A Levels, however, is not straightforward as some subjects might be seen as providing better grounding for university courses than others. Furthermore, many HE courses require particular subjects and there is also a disparity in the attitudes of HE admissions staff towards certain A Levels. Individual institutions have their own lists of "preferred" subjects, some of which are more open than others. As progression to HE continues to be a matter of interest, not just from a research point of view but also for students, HE institutions, awarding bodies and policy makers, a better understanding of how A Level subjects are used to access HE (and different types of HE institutions) is important. The main aim of this research was, therefore, to investigate: (1) the proportions of students who hold different A Level subjects (or combinations of A Level subjects) when applying for a place at a HE institution; (2) the performance in different A Levels amongst the students applying for a place at a HE institution; and (3) how students' backgrounds interact with the choice of A Level subjects to influence the type of HE institution attended. (ERIC).
Anmerkungen	University of Cambridge Local Examinations Syndicate (Cambridge Assessment). The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, UK. Tel: +44-1223-55331; Fax: +44-1223-460278; e-mail: info@cambridgeassessment.org.uk; Web site: https://www.cambridgeassessment.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01