Contextualised admissions – how UCAS can better support providers Carys Fisher, Policy Executive, UCAS Jeni Clack, Admissions Support Manager, SPA Hannah Pollard, Admissions Progression Officer, University of Bath Peter Chetwynd, Head of Undergraduate Admissions, King’s College London

Summary Overview of contextualised admissions and usage of contextual data and information. UCAS review into how we can better support providers with contextualised admissions. University case studies: University of Bath King’s College London

Contextualised admissions Contextualised admissions is defined as contextual information and contextual data used by universities and colleges to assess an applicant’s prior attainment and potential to succeed in higher education, in the context of the circumstances in which their attainment has been obtained. 57 participating universities and colleges (84% of respondents) were using contextualised admissions in the 2015 entry cycle. SPA survey, 2015 https://www.spa.ac.uk/resources/what-contextualised-admissions

Principles for the use of contextual data Any use of contextual information and data must be: research-based and justifiable relevant to the purpose for which it is being used valid and reliable used to improve inclusivity transparent to applicants and their advisers

What information is used? Most common factors used in contextualised admissions: care leaver mature outreach/WP activity disability POLAR – area of residence school performance

How is it used? Selection filtering Targeting support Lower offer WP Diagnostic IAG Monitoring

SPA’s work on contextualised admissions Surveys on the use of… The use of triangulation of data in… Scottish National Expert Think Tank resources Contextualised Admissions: Examining the Evidence report (2013) Fair Admissions to Higher Education: Research report (2012) Principles for the use of contextual data in admissions (2010)

UCAS review – why now? Qualification reform and changes to school performance measures. Social Mobility Advisory Group and Commission on Widening Access recommendations. There is a growing number of alternative services. UCAS is redeveloping its application services. It is timely to review how UCAS supports providers in carrying out contextualised admissions – is there customer demand for us to expand our role?

Provider survey findings Does your provider use contextualised admissions? But, usage of the current UCAS contextual data service (CDS) is low (20%)… Why? Awareness Understanding Mechanics of the service Not pursuing contextualised admissions

What have we done? Communications: bulletin messages and CDS factsheet. Cleansing of school and college contact details. Proactive addition of ‘Not live’ centres. Government department engagement to explore upcoming changes to school performance measures. Changes to metrics in the UCAS CDS for 2017 and 2018 entry. Project with the Fair Education Alliance (FEA) to reach teachers and advisers.

Where might we go? ‘Quick wins’ Update good practice (SPA) Further work to reach advisers – FAQs Shape new Apply Provider research to inform future services

Use of contextual data at the University of Bath Hannah Pollard – Admissions Progression Officer Use of contextual data at the University of Bath

New ‘basket’ of measures used this cycle: Polar 1 and 2 WP Priority flagging process New ‘basket’ of measures used this cycle: Polar 1 and 2 Acorn 4 (not K) and 5 School performance at Level 2 School performance at Level 3 Disability Care leaver

Additional factors considered: Mature WP Priority flagging process Additional factors considered: Mature Participation in ‘On Track to Bath’ Mitigating circumstances Manual disability flagging

Additional consideration No reduced offers or guaranteed offers/interviews. Borderline applicants with WP priority flags – additional consideration from the APO. Manual and automatic referral system. Flexibility shown at the offer-making and results confirming stages. Considerations different depending on competition for places. Applicants are considered carefully and in light of context.

Contextual data used post-admissions: Student life cycle approach Flag applicants for pre-sessional invites - mature, disability Liaison with Student Services - care leavers Liaison with Student Experience Officers - WP flagged

Contextualised admissions at King’s Dr Peter Chetwynd Head of Undergraduate Admissions

How we contextualise admissions Close working relationship with WP Three overlapping approaches: Flagship WP degree programmes Differential offers Special consideration QAA seal of approval

Flagship degrees – EMDP/ESDP Lower entry requirements than main Medicine/Dentistry programmes Individual review by Admissions Tutor Lower grade offers (based on school), with UKCAT de-emphasised Still really competitive programmes

Differential offers For participants in Realising Opportunities or K+ programme Key to rationale – extra attainment 2 grades lower (must meet subj. reqs) Mapped through for selection and Confirmation rubrics

Special consideration Multiple groups are eligible: Realising Opportunities K+ and KCL Sutton Trust SS Care-leavers (confirmed) POLAR Q1 and ACORN 5* * subject to a bit of common sense…

Safety net approach Ignores flag if offer/interview System blocks rejection decisions and app moves to WP folder Senior team meet monthly with WP Detailed review of each app Offer, alt. offer, or reject with IAG

Safety net at Confirmation Application remains flagged Generally top of near-miss pile If applicant ends up in Clearing: Hotline for our Clearing places WP team available for general IAG

Over to you… Are you pursuing contextualised admissions? Do you have a contextualised admissions policy? What contextual information and/or data do you currently use? Is this sourced from UCAS or elsewhere? Do you see a role for UCAS in facilitating contextualised admissions?

Thank you