Multilevel modelling of progression among undergraduate social work students in England using longitudinal routinely collected data Dr Shereen Hussein BSc MSc PhD Prof Jill Manthorpe MA and Jo Moriarty There is growing evidence of differential progression rates among higher education students in the UK. Using a series of multilevel binomial logit models, we show that the probability of delayed progression among social work students is significantly associated both with students’ personal characteristics, such as ethnicity, and with factors associated with the higher education institutions (HEIs) in which they study. These analyses were based on longitudinal national data on all undergraduate full time students (n=5475) enrolling on social work programmes between 2003-2005 in 62 universities or colleges in England. HEIs have a significant role to play in improving pass rates of students( 2 Wald = 24.6 and VPC of 8% to 10% of residual variation attributed to HEI differences. Students’ individual characteristics and where they study both make a significant difference to their progression rates. White women, mature students (aged over 30), and students with no disabilities are very likely to pass on time, regardless of any other characteristics they possess. The odds of a student from a minority ethnic group passing on time are significantly lower.