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

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Presentation transcript:

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

Current picture STATE SCHOOL % NSEC 4-7 %LPN % ENGLAND BATH BATH PFI BRISTOL UWE 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 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.

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

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

Black and minority ethnic student achievement 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