Contextual data use in progression and admission to Higher Education Learning for All Conference, Perth, 14 March 2012 Janet Graham, Director of SPA

What is SPA?  SPA - the Supporting Professionalism in Admissions Programme  Established in 2006 following the Schwartz Report, Fair Admissions to Higher Education 2004  Small team, with over 75 years strategic, policy and practical experience between us in the HE admissions sector  UK’s independent and objective voice on HE admissions, reporting to the SPA Steering Group

What is Fair Admissions and Access?  Getting more disadvantaged students into top universities? Supporting the most able but least likely to apply?  Yes, but that’s only part of the issue  Raising aspirations and encouraging and supporting all students with potential to aim higher for an HE course that is right for them at an institution that can provide what they need, when they need it - full-time, part-time, flexible or distance learning etc  Schwartz Report: “Equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.”

What is Fair Admissions? Schwartz principles for fair admissions:  be transparent  enable institutions to select students who are able to complete the course as judged by their achievements and their potential  strive to use assessment methods that are reliable and valid  seek to minimise barriers to applicants  be professional in every respect and underpinned by appropriate institutional structures and processes

A definition: What is contextual data use in admissions?  Data used by universities and colleges which puts attainment in the context of the circumstances in which it has been obtained; currently mainly educational, geo-demographic and socio- economic background data.  Self-declared e.g. in application: applicant been in care, illness, looks after others, disability. Extenuating circumstances  Increasingly ‘hard data’ from publicly available data sources - e.g. Scottish Government, SFC, DfE, HEFCE, DENI, WAG and some via UCAS  Commercially available data e.g. ACORN or MOSAIC  Contextual information: interviews, auditions, portfolio, admissions tests

Basket of Data Educational Background  School performance: % of students achieving 5 + Standard grade SCQF level 4 including English and Maths (or equivalent A*-C GCSE in England and Wales)  Average point score by school “best 8” Standard grade SCQF level 4 (or equivalent GCSE performance England and Wales)  Scottish Highers average point score per Higher entry and points for Highers per student (or mean QCA points per A level and per student - England and Wales) Socio-Economic Background  % of students registered for free school meals by Local Authority (or entitled to free school meals in rest of UK)  % of students entitled to EMA (not England)  Lives in a low progression to higher education neighbourhood (POLAR 2) All being supplied by UCAS for 2012 at time of application, if universities and colleges sign up to take it. This is work in progress. Initial basket of data for HEIs, free, via UCAS

What are the some of the issues in Scotland? Source: SFC, based on HESA RUK = Rest of UK, ie England, Wales and Northern Ireland

What is available from Scottish Schools Online?Scottish Schools Online HMIE school reports Fourth year exam results Fifth year staying on rates and exam results Sixth year staying on rates and exam resultsSixth year staying on rates and exam results S6 staying on rates are calculated as the S6 September roll divided by the S4 September roll from two years previously, compared with average for Local Authority and nationally for Scotland Attendance and absence Leaver destinationsLeaver destinations including % going on to HE Free school mealsFree school meals by school, compared with average for Local Authority and nationally for Scotland

What data do HEIs use/ would like to use?

What are the quality issues?  UK wide coverage wanted but increasing differences round UK  Data from public sources e.g. Scottish Government, relies on good data reporting annually in the Pupil Census by schools and FE colleges  Independent schools – data not collected in Scotland?  What about applicants with other pre-HE qualifications, or not at school  Ageing data sets e.g. POLAR 2 (POLAR 3 soon??)  SITS and other HE IT systems not supporting contextual data use/ via UCAS?  UCAS Apply – not as easy as might be to provide school/ qualification data, mandatory fields? UCAS changes mooted for future  IGCSE – independent schools come out as poor performers on GCSE  UCAS data matching improved but still issues

How is contextual data used?  for widening participation – to target aspiration raising  to inform the decision as to who to interview  to inform admissions decision making to enable the “best students” to be admitted and retained (as defined by the HEI)  to identify applicants who may need additional learner support or practical advice during their application process, transition or when registered as a student  to help assess applicants for financial/ in-kind support – scholarships and bursaries  for statistical and qualitative monitoring and reporting purposes

SPA survey: Contextual data use past, present and future The full question: “When deciding whether or not to make an offer to applicants who otherwise meet your academic criteria”

SPA contextual data research project The institutional research base is detailed, but typically is by individual institutions. This gives a fragmented view of the HE sector. Sector-wide overview of the use, purposes, methodologies and value of contextual data - consistent description and assessment of the practices in 17 UK HE providers Identify successful examples of contextual data use and highlight new and innovative practice and ideas SPA recommendations about data use and methodologies that could be adapted by HEIs across the sector Research report published on SPA website 20 February

Why are institutions using contextual data?  Institutions are choosing to use contextual data to widen participation and maintain excellence.  The SPA report highlights the extensive research in this area: socio-economic background, where you live, type of school attended; subject choice can all impact on attainment and therefore progression to higher education.  The key point is that ‘intelligence’ alone is not the only causal factor behind different patterns of attainment and education progression.  The use of contextual data in the admissions process is used to mitigate these factors by identifying those who ‘merit’ a place using a wider range of indicators than attainment alone.

Why are institutions using it? Does this mean institutions are moving away from academic rigor and high standards? No It is about individual institutions supporting the delivery of fair admissions and maintaining high academic standards. Rather than ‘levelling down’ it is about seeking excellence; it is a way of identifying the ‘best applicants’ with the greatest potential and likelihood of a successful degree outcome.

What does this research tell us?  Universities and colleges, responsible for their own admissions, want the fairest processes recognising achievement and potential and ensuring the right students gain places on the right courses;  Overwhelming agreement of the 17 HE providers that informed professional judgment is essential and appropriate in admissions and contextual data should sit within this context.  Contextual data as a standalone measure cannot address the social mobility agenda. However, applied robustly and within a holistic process, it can be an effective tool  Case study institutions reported the use of contextual data was effective in a competitive field, identifying the ‘best’ applicants with the greatest potential and likelihood of successful outcomes.

What does this research tell us?  Methodologies can be transferable to other institutions for fair admissions, in line with the SPA principles, but should be underpinned by institution- specific research and monitoring;SPA principles  Data used in admissions varies considerably in line with different institutional character, mission and culture, and is being informed by different drivers relating to these factors;  Issues with regard to the provision and sources of data and how such data can add value to professionalism within HE admissions  Added value of contextual data: its contribution to widening participation strategy and delivery of targets; consistency of approach in the application of admissions procedures; targeting of support services and student bursaries.

What are the main recommendations?  Contextual data: promote as good professional practice in admissions, contributes to a fair, equitable and consistent approach; admissions decision makers have as full a picture as possible of each applicant;  The UK government /agencies address the quality of data as a matter of urgency. Assurance it is robust would encourage more institutions to consider using it. SPA and others will address this  Greater co-ordination across the various national data sets and that more data from these publicly held data sets should made accessible to the HE sector. Unique Learner Number?  Link to the work of the Learning Records Service and the HE Information Landscape project being managed by HESA which aims to develop a new system that reduces the duplication that currently exists and results in timelier and more relevant data.Learning Records ServiceHE Information Landscape project

What are the main recommendations? That institutions, facilitated by SPA, use the report and their own developing practice to: develop key messages, enhance transparency and promote the positive aspects of contextual data in admissions to key stakeholders: in house, in the HE sector, more widely externally. Contextual data should be linked to internal management information to help in the better targeting of bursaries and other support, as well as aiding tracking, monitoring and reporting. SPA continue to facilitate the sharing of current practices and research expertise across the sector, SPA a point of contact for the dissemination of innovative practice and resources in respect of contextual data.

What will happen now the report is published? SPA will use the report to provide a benchmark to support further development of methodologies and practices using contextual data to aid fair admissions SPA will explore with the relevant UK education departments, HE funders, UCAS, HESA and others as to how data quality can be developed, crucial for successful use of this data what other indicators and additional data sources could be made available. Impact – tracking and monitoring of applicants as they become students and progress through HE, graduate and gain employment. Role of MIS in HEIs Analysis of entrants annually against policies for internal monitoring/ policy development SPA investigating with UCAS the possibility of a longitudinal study.

What next?  HEIs - position themselves in new competitive market place while enhancing access for disadvantaged students - looking for efficiencies and new USPs for quality of offering and service  SPA will support the sector in the challenges they face in admissions for 2012 and the next few years  SPA Fair Admissions Task and Finish Group – Chaired by Mary Stuart, VC of Lincoln, to revisit fair admissions – what does it mean in the new environment and what issues do HE providers need to consider? Report in April/May.  Contextual data and fair admissions –briefing day with expert panel - Tuesday 19 June, London

Discussion  Can using contextual data contribute to widening access and progression to HE?  Is there a role for Universities and Colleges to take account of differences in educational and socio-economic background/ experiences?  Does fairness mean treating all applicants the same or differently?  Contextual data and transparency of admissions – are there implications for the advice and guidance schools and colleges give to their students thinking about HE?

Thank you Over to you – Questions? Comments?