Widening Participation in Higher Education: Analysis Using Linked Administrative Data

Abstract

Summary. The paper makes use of newly linked administrative education data from England to understand better the determinants of participation in higher education (HE) among individuals from low socio‐economic backgrounds. The data are unique in being able to follow the population of two cohorts of pupils in England—those who might have entered HE between 2004–2005 and 2006–2007—from age 11 to age 20 years. The findings suggest that, although large differences in HE participation rates and participation rates at high status universities by socio‐economic background remain, these differences are substantially reduced once prior achievement is included. Moreover, these findings hold for both state and private school pupils. This result suggests that poor achievement in secondary schools is more important in explaining lower HE participation rates among pupils from low socio‐economic backgrounds than barriers arising at the point of entry to HE. These findings are consistent with the need for earlier policy intervention to raise HE participation rates among pupils from low socio‐economic backgrounds.

The effect of schools on school leavers’ university participation

“…For example, Broecke and Hamed (2008) and Chowdry et al (2013) were still able to demonstrate that the socioeconomic status of English school leavers was associated with entry to HE, albeit to a much smaller level if prior attainment had not been considered. Using longitudinal survey data, Anders (2012) draws similar conclusions, suggesting that "those in the top fifth of the income distribution are around 2.7 times as likely to attend university as those in the bottom fifth.…”

“…One of the most comprehensive analyses, using data from nearly all 16-year-olds in England in 2001-2002 and 2002-2003, shows that most of the variation in participation by socioeconomic status can be accounted for by levels of educational achievement by the age of 18 years (Chowdry et al, 2013). Of course, there are well-known associations between educational achievement and socioeconomic status during compulsory and post-compulsory education.…”

“…Using multilevel logistic regression with data from the Flemish Longitudinal Research in Secondary Education project, Pustjens et al identified significant long-term effects on participation, although these were mediated by levels of attainment at the end of secondary education. In their analysis of all 16-year-olds in England, Chowdry et al (2013) factored in the schools that the young people attended. Using school fixed effects, they suggested that schools in England "may have an important role to play in encouraging pupils from lower SES families to apply to high status universities" (p. 451).…”

“…And it is these kinds of factors that widening access policies and activities tend to focus on. However, there is evidence that the school or tertiary setting a young person attends may also determine the likelihood they will go to university (Chowdry et al, 2013;Donnelly, 2015aDonnelly, , 2015bIannelli, 2004;Pustjens, Van de gaer, Van Damme, & Onghena, 2004). This paper presents analysis using a unique dataset that allows us to track the progress of every young person leaving a maintained school in Wales between 2005 and 2007 into HE or not.…”

“…Such studies have also helped understand when inequalities in access first emerge or appear to have the greatest impact during a young person's adolescence. The general consensus is that most of the variation in actual participation between particular groups can be accounted for by measures of prior attainment, particularly at age 15 (i.e., at the end of compulsory schooling) (Chowdry, Crawford, Dearden, Goodman, & Vignoles, 2013). Levels of educational achievement also appear to account for most of the variations in the intention to study in HE amongst different groups (Croll & Attwood, 2013;Strathdee & Engler, 2012).…”