Who Counts as Socioeconomically Disadvantaged for the Purposes of Widening Access to Higher Education?

Autor/inn/en	Boliver, Vikki; Gorard, Stephen; Siddiqui, Nadia
Titel	Who Counts as Socioeconomically Disadvantaged for the Purposes of Widening Access to Higher Education?
Quelle	In: British Journal of Sociology of Education, 43 (2022) 3, S.349-374 (23 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	0142-5692
DOI	10.1080/01425692.2021.2017852
Schlagwörter	Disadvantaged; Access to Education; Higher Education; Measurement Techniques; Student Personnel Services; Socioeconomic Status; Foreign Countries; College Admission; Low Income Students; Student Characteristics; Institutional Characteristics; Student Records; Equal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messtechnik; Socio-economic status; Sozioökonomischer Status; Ausland; Hochschulzugang; Hochschulzulassung; Zulassung; Schülerakte
Abstract	This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England's Office for Students, POLAR and TUNDRA, are unfit for purpose because they yield unacceptably high rates of false positives (individuals identified as socioeconomically disadvantaged when they are not). We argue that these and other demonstrably flawed area-level and school-level metrics should be replaced by officially verified individual-level indicators of socioeconomic disadvantage which yield few false positives, most notably receipt of free school meals. Unless and until this change is made, widen access efforts will be inefficient at best and counterproductive at worst, and associated statistics will give a misleading picture of how much progress is being made on widening access. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01