Attainment and Progression of Students from Underrepresented Groups Annette Hayton, Head of Widening...

Attainment and Progression of Students from Underrepresented Groups

Annette Hayton, Head of Widening Participation

Current picture

STATE SCHOOL %

NSEC 4-7 % LPN%

ENGLAND 89.2 33.3 11.1

BATH 74.8 17.2 5.4

BATH PFI 78.4 20.7 7

BRISTOL 59.4 14.3 3.3

UWE 92.4 31.5 14.1

HESA TABLE 1B 2012/13 (Polar 3) Participation of under-represented groups in higher education young UK domiciled full-time undergraduates

A National Problem

Key reports• Non-continuation rates at English HEIs (2013/07)

• Higher education and beyond (2013/15)

• HE indicators for FECs (2013/18)

• Postgraduate education in England and NI (2013/14)

• Student Ethnicity (2010/13)

Source: Sarah Howls (2014) HEFCE presentation on Higher Education and beyond: Widening participation beyond the student lifecycle,Developing your Access Agreement for 2015/16 Conference.

Retention of students from low participation neighbourhoods (LPNs)Difference between proportion of young entrants no longer in HE after one year, and benchmark proportion, by POLAR 3 classification


Qualification and progression outcomes for students from LPNs Percentage point difference of the outcome from the sector-adjusted average for each of the four outcomes, split by POLAR3 quintile.


Retention of BAME students Difference between the proportion of entrants who are no longer in HE after one year, and benchmark proportion, by ethnic origin.


Qualification and progression outcomes for BAME studentsPercentage point difference of the outcome from the sector-adjusted average for all four outcomes, split by ethnicity


Black and minority ethnic student achievement

2008/9 2009/0 2010/1 2011/2 2012/360%

65%

70%

75%

80%

85%

90%

% Achieving First/2:i

UoB BAME

UoB Non-BAME

Comparator BAME

Comparator Non-BAME

The proportion of students at Bath achieving a first or upper-second class degree in each academic year 2008/9 to 2012/3, grouped by ethnicity (BAME = Black, Asian and Minority Ethnic).

A complex issue

A growing body of evidence confirms that ‘even after controlling for the majority of factors which we would expect to have an impact on attainment, being from a minority ethnic community…is still statistically significant in explaining final attainment’ (Broecke and Nichols, 2007:3).

Ethnicity per se is almost certainly not the effective variable influencing students’ academic attainment. Rather, it is a proxy for other factors that have yet to be identified

Professor John Richardson, Professor in Student Learning & Assess,

Open University

Attainment and Progression of Students from Underrepresented Groups Annette Hayton, Head of Widening...

Documents

Transcript of Attainment and Progression of Students from Underrepresented Groups Annette Hayton, Head of Widening...