The Link between Household Income, University Applications and University Attendance*

Anders, Jake

doi:10.1111/j.1475-5890.2012.00158.x

Cited by 57 publications

(51 citation statements)

References 15 publications

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“…Much of this gap can be explained by differences in academic achievement that emerge long before the point at which young people apply to university (Chowdry et al, 2013). However, there remains a socioeconomic gradient in university application (Anders, 2012a), despite the fact that a larger proportion of English 14-year-olds from disadvantaged backgrounds expect to apply to university than the overall proportion who have ultimately done so by age 21 (Anders & Micklewright, 2015, pp. 42-43).…”

Section: Introductionmentioning

confidence: 99%

The influence of socioeconomic status on changes in young people’s expectations of applying to university

Anders¹

2017

Oxford Review of Education

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A much larger proportion of English 14-year-olds expect to apply to university than ultimately make an application by age 21, but the proportion expecting to apply falls from age 14 onwards. In order to assess the role of socioeconomic status in explaining changes in expectations, this paper applies duration modelling techniques to the Longitudinal Study of Young People in England, analysing transitions in young people's expectations both from being 'likely to apply' to being 'unlikely to apply' and vice versa. Young people's socioeconomic background has a significant association with changes in expectations, even after controlling for prior academic attainment and other potentially confounding factors; in addition, young people's backgrounds affect their responsiveness to new evidence on academic attainment at age 16. This suggests more could usefully be done to maintain the educational expectations of academically able young people from less advantaged families, especially providing guidance on how to view new academic results.

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Section: Introductionmentioning

confidence: 99%

The influence of socioeconomic status on changes in young people’s expectations of applying to university

Anders¹

2017

Oxford Review of Education

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“…Specifically, labeling effects appear to have been greatest for students from lower socio-economic classes providing further support for claims that England's school system does more to worsen than redress educational inequalities. It is worth noting though that magnitude of these estimated labeling effects, especially when considering the lower bounds of their associated confidence intervals, cannot explain the majority of the link between social class, school achievement and university enrollment that has been identified in the literature (e.g., Chowdry et al 2013;Anders 2012a). Nonetheless, it seems that grade labels play some part both in the achievement-enrollment relationship and socioeconomic disparities in enrollment.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Interviews were conducted annually between the spring of 2004, when the youths were in eighth grade, and 2010, providing seven waves of data. As with most longitudinal surveys, the LSYPE is prone to sample attrition in later waves (Anders 2012a;Piesse and Kalton 2009). While the survey's first wave sampled 15,770 youths, sample sizes are reduced to 14,947, 11,186, and 8233 according to whether the outcome of interest related to GCSEs, A-levels, or university enrollment, respectively.…”

Section: Datamentioning

confidence: 99%

“…However, this expansion has disproportionately served students from the higher socio-economic classes (Anders 2012a;Archer et al 2003;Chowdry et al 2013). By 2009, students from the most advantaged quintile of households were six times more likely to attend university than those from the least advantaged quintile (Vignoles and Powdthavee 2009).…”

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

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Might progress assessments hinder equitable progress? Evidence from England

Alcott

2017

Educ Asse Eval Acc

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Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students' performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment.

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“…Students from the poorest families are then less likely to attend HE -66% young-age participation for the richest 20% and only 24% for the poorest 20% (Anders 2012). This is largely due to earlier educational outcomes, but even allowing for prior qualification, a small gap remains in attendance at the more prestigious universities.…”

Section: Free School Meal Eligibility/receiptmentioning

confidence: 99%

Which are the most suitable contextual indicators for use in widening participation to HE?

Gorard

Boliver

Siddiqui

et al. 2017

Research Papers in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractUK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives and their comparative quality. This paper is part of a larger scoping review of existing research literature used to compile a list of potential contextual indicators, and assess these with respect to their quality, availability, and their relationship to outcomes in UK higher education. A search was made of relevant electronic databases, yielding around 120,000 reports initially, and 28 categories of indicators. Each indicator was assessed on the basis of existing evidence concerning its relevance, reach, availability, accuracy, reliability, and completeness -and in terms of whether its use might inadvertently create a different kind of injustice or lower the student outcomes for HEIs.Many possible indicators are not readily available, or not accurate enough for use in policy and practice. In general, indicators concerning individual circumstances are more relevant than area-based or school characteristics. As expected, there is no ideal single indicator. And it is not clear that combining indicators leads to the advantages rather than the deficits of all. Here we list the best available.There are some indicators for very small categories that can be used relatively un-problematically as long as the data can be made available at time of candidate selection, and these include being a recent refugee or asylum-seeker and having spent time living in care. However, neither of these is a solution to the more general issue of contextualised admissions. School type attended (private or state-funded) could also be used relatively safely, but requires clear definition, could lead to inadvertent injustice, and might not be necessary if good individual data on relative advantage is available instead. The category of mature applicant is also relatively unproblematic, but it is not clear that simply being older than traditional age is a disadvantage. The two most general indicators, most suitable for use, are considered to be eligibility for (or receipt of) free school meals, and having a disability or special educational need. However, like school type, both need care and some adjustment from how th...

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The Link between Household Income, University Applications and University Attendance*

Cited by 57 publications

References 15 publications

The influence of socioeconomic status on changes in young people’s expectations of applying to university

The influence of socioeconomic status on changes in young people’s expectations of applying to university

Might progress assessments hinder equitable progress? Evidence from England

Which are the most suitable contextual indicators for use in widening participation to HE?

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