Using Contextual Data to Widen Access to Higher Education

Autor/inn/en	Boliver, Vikki; Gorard, Stephen; Siddiqui, Nadia
Titel	Using Contextual Data to Widen Access to Higher Education
Quelle	In: Perspectives: Policy and Practice in Higher Education, 25 (2021) 1, S.7-13 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boliver, Vikki) ORCID (Gorard, Stephen) ORCID (Siddiqui, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2019.1678076
Schlagwörter	Access to Education; Higher Education; Undergraduate Students; College Admission; Program Descriptions; Disadvantaged; Admission Criteria; Identification; Data Analysis; Academic Achievement; Evaluation Methods; Risk; Student Characteristics; Lunch Programs; Low Income Groups; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Identifikation; Identifizierung; Auswertung; Schulleistung; Risiko; Mittagessen; Ausland
Abstract	This paper reports on the findings of an ESRC funded project that contributes to the evidence base underpinning contextualised approaches to undergraduate admissions in England. We show that the bolder use of reduced entry requirements for disadvantaged learners is necessary if ambitious new widening access targets set by the Office for Students (OfS) are to be achieved. We demonstrate empirically that academic entry requirements for disadvantaged learners can be reduced substantially without setting these students up to fail at university. We also show that the use of area level measures to identify contextually disadvantaged learners -- including the OfS's preferred measure, POLAR -- runs a high risk of failure to reach the intended beneficiaries of contextualised admissions policies. We argue strongly in favour of the use of administratively verified individual level metrics to identify contextually disadvantaged learners, most notably receipt of free school meals and low household income. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01