Understandings disparities in student attainment

Research question To what extent does the picture in Wolverhampton in quantitative terms reflects the findings of studies reported nationally? Do BME students in Wolverhampton have lower attainment in terms of degree classification? What might be the reasons for it?

Student researchers: questions –Biographical. –Reasons, feelings, relationships and communication, Curriculum, teaching methods, assessments, –High points/low points –Possible discrimination

Key findings a) extensions for coursework submission and progression b) BME students are actually doing better than white students in particular modules c) variation in achievement within BME populations d) intellectually challenging?. d) mentoring?

Some recommendations -Data gathering and monitoring must be disaggregated at module level and progression data compiled by ethnicity, gender and age of entry –Raising staff expectations of BME students’ academic attainment –Creating a repository of measures that work to improve achievement –Working with colleagues…..

Transcultural activities

HEA/ECU report, 2008 a) HEIs need to implement systems that can evaluate, review and design teaching, learning and assessment activities in the light of data on degree attainment variation. b) Research must be seen as a generative, developmental part of the change process; to this end researchers need to work with relevant students and staff rather than simply extract findings from them.

1. How can naturally arising institutional data be deployed for evidence informed curriculum design at subject and generic levels? 2. What curriculum interventions can reduce the attainment gap between BME and white students?