Transcript Competitive admissions to Higher education: How do

Contextual data: What is it and how can it be used in admissions
and widening inclusion?
SPA Seminar in Northern Ireland – 12 April 2011
Janet Graham, Director SPA
What have we been doing?
 SPA is a free, impartial, central shared source of expertise and advice on
strategy and policy on admissions and student recruitment issues
 SPA Good practice statements and check lists - see www.spa.ac.uk
 SPA worked with all UK administrations to get agreement on initial range
of publicly sourced contextual data items, to be delivered free, via UCAS
 Further data needs to be sourced and agreed by UCAS.
 Now working on a research project, contextual data survey then work with
a number of HEIs using contextual data case to look at methodology and
added value
What is Fair Admissions and Access?
 Getting more disadvantaged students into top universities? Supporting
the most able but least likely to apply?
 Yes, but that’s only part of the issue
 Raising aspirations and encouraging and supporting all students with
potential to aim higher for an HE course that is right for them at a
institution that can provide what they need, when they need it - full-time,
part-time, flexible or distance learning etc
 Schwartz Report: “Equal opportunity for all individuals, regardless of
background, to gain admission to a course suited to their ability
and aspirations.”
What is Fair Admissions?
Schwartz recommended 5 principles for fair admissions:
1. be transparent
2. enable institutions to select students who are able to complete the
course as judged by their achievements and their potential
3. strive to use assessment methods that are reliable and valid ◊
4. seek to minimise barriers to applicants
5. be professional in every respect and underpinned by appropriate
institutional structures and processes
◊
Some of these maybe ‘hard’ quantifiable measures, while others rely on qualitative
judgements. In Schwartz both legal and lay opinion placed value on the use of
discretion and the assessment of applicants as individuals.
Regional Strategy for WP

Consultation issued by DEL in March, respond by 3 June.

Discusses the use of contextual data under WP targets and under
enhancing recruitment and selection, wider use than ‘just’ admissions,
how can contextual data be used in Northern Ireland?

Part of holistic assessment of the individual for fair admissions; a good
applicant experience - from aspiration raising to transition - backed up by
contextual data, supports the applicant and aids retention.

HE providers need good IT systems and data collection including data
collected by HEI at registration/enrolment confirming the students
background. More likely to give it when at HEI.

Good data and records needed for good monitoring and evaluation, and
for reporting (Access Agreements, WP Strategic Assessments etc)
What is contextual data?
 For full-time UG: data that maybe part of, or additional to, that on UCAS
application that sets the application in its educational and/or socioeconomic context
 Can be self declared e.g. illness, looks after others, in care, disability
 Other contextual data: interviews, auditions, portfolio, admissions tests
 Increasingly from verified publicly available data sources - educational
and socio-economic e.g. DEL, DE, CCEA, HESA etc
 More to do: progression to HE stats, more qualifications and part-time/
mature, but its a good start.
 See also UCAS: www.ucas.com/about_us/stat_services/ and
www.ucas.com/he_staff/statusreports/statistics
Initial basket of data for HEIs, free, via UCAS
Educational Background
 School performance – Average (mean)
school GCSE performance for 5 A*-C
GCSE (including English/Welsh Maths)
 Average (mean) school “best eight”
GCSE performance
 Average (mean) of QCA points
per
Basket
A level entry or equivalent
 Average (mean) of QCA points per
A level student or equivalent
Socio-Economic Background
 Percentage of students entitled to free
school meals (by local authority)
 Percentage of students entitled to an
Educational Maintenance Allowance and
percentage of students registered for an
EMA (for one year only in England)
of Data
 Lives in a low progression to higher
education neighbourhood (POLAR2)
All being supplied by UCAS for 2012 at time
of application, if universities and colleges
sign up to take it. This is work in progress.
Contextual data – How can HEIs use it?
 Data, including ‘contextual data’ underpins successful policy, targeting,
planning, marketing, widening access, admissions decision-making and
monitoring
 Contextual data information on the SPA website www.spa.ac.uk
 SPA took up the request from HEIs for contextual data, SPA talked to the
different administrations to agree data they could make available, then
talked to UCAS about delivery.
 Data will be available, via UCAS, for 2012 entry. It will be linked to
applicants (inc. data for multiple schools if applicant went to more than
one) and available as generic data sets
 How can SPA help you? What data do you want? Sharing experience.
How is contextual data used?
 for widening participation – to target aspiration raising and WP and fair
access activities
 to inform the decision as to who to interview
 to inform admissions decision making to enable the “best students” to
be admitted and retained (as defined by the HEI)
 to identify applicants who may need additional learner support or
practical advice during their application process, transition or when
registered as a student
 to help assess applicants for financial support at HEI
 for statistical and qualitative monitoring and reporting purposes.
Principles of using contextual data developed by SPA
1. The use of contextual data within admissions decision making/ a
course’s entry criteria must be:
 research based and justifiable to ensure the use of data adds value
 relevant to the purpose for which it is being use
 valid and reliable
 used to improve inclusivity, by recognising disadvantage using evidence
based judgement
 transparent to applicants and their advisors in terms of what contextual
data is used, if any, how it will be used and when it is used.
Principles of using contextual data developed by SPA
2
2. Regular monitoring of the use of the data and related audit trails
should be integral to the admissions process.
3. Admissions staff using contextual data in decision making should be
aware of the issues. Need good internal communications, professional
development and training.
4. Applicants needing additional learner support or practical advice
should receive appropriate transition and in-session learner support to
ensure their potential continues to be developed.
5. Individual institutions are autonomous in the use of data and how it is
used within their admissions decision-making process.
Example of contextual data use: University of Manchester
 The central Admissions Office collates contextual information for its staff
for a full and rounded view of applicant achievement and potential.
 Publicly available datasets from government and other agencies are
used.
 Used for UK applicants under the age of 21 only.
 It is simply additional information provided to admissions decision
makers alongside applicants’ UCAS forms.
 No decisions will be made on the basis of this information alone and all
undergraduate applicants must meet their standard academic criteria to
be considered for entry.
http://www.manchester.ac.uk/undergraduate/howtoapply/generalentryrequirement
s/#contextual/
Use of contextual data: University of Manchester
What is used (where available)
 The educational context of the applicant's school or college where they
undertook GCSE or equivalent level through performance data;
 The performance of the applicant's school or college at A-level or
equivalent level; In both instances the applicant will be flagged if their
educational establishment performs below the national average across
multiple years;
 The postcode that an applicant gives as their home address, assessed
using ACORN information. Where an applicant's postcode falls into an
ACORN group underrepresented in leading research-intensive
universities, they will be flagged;
 Whether an applicant has been looked after/in care for more than three
months - this is determined from the UCAS application;
Use of contextual data: University of Manchester
 A combination of the factors is used to avoid over-reliance on any one
indicator.
 An overall flag is only produced if an applicant meets at least one of the
educational indicators plus the geo-demographic indicator.
 They also receive an overall flag if they have been in care for more than 3
months.
 Where applicants are predicted to achieve their standard academic entry
criteria, contextual data is considered alongside information in the UCAS
application to provide a fuller picture of the applicant.
 Where applicants with an overall flag meet standard academic entry
criteria, they are recommended for further consideration by admissions
tutors
Use of contextual data: University of Manchester
Further consideration does not result in either an automatic offer or a lower offer
but can include:
 Additional examination of the personal statement;
 Making available information about an applicant's background to interviewers;
 Further consideration during confirmation of final results.
For more information see Manchester website for PDFs:
 Principles and Processes of Contextual Data
 The Role of the Contextual Data Flag in Admissions Decision-Making
Processes
 Educational Indicators (A list of schools and contextual flags)
 Methodology Behind the Contextual Indicators
Anyone can look up the contextual flags by postcode using Manchester’s geodemographic indicator.
Example of contextual data use: University of Edinburgh
Contextual factors may include:

School performance data: schools with low progression to HE rates or where
the level of performance in examinations is below average

those whose parents or guardians have not previously attended university
(must complete on UCAS application)

applicants who have participated on a recognised access programme

UK-wide, state and independent, schools and colleges

Use 3 years’ of publicly-available, government data, updated annually
Enables identification of applicants from lowest performing schools
http://www.ed.ac.uk/studying/undergraduate/applicationsadmissions/selection/select
Progress and Issues
 Research being undertaken at many universities - both operational and
academic - needs to be brought together for peer review and
discussion
 Need to know and demonstrate that contextual data adds value for
institution
 Academic research conference, Fair Admissions, 7/8 July 2011 in
Manchester supported by SPA and UUK,
http://www.manchester.ac.uk/fairadmissions/
 Details of research in the public domain to go on SPA website,
 SPA research project to look at methodologies and see and assess
what is transferable within the sector.
Use of contextual data: Workshop
In two groups discuss some of the issues at your institution, and those
of others in your group, regarding contextual data:
1. How many of you use contextual data? If you do, what for?
 If you use it for decision-making would it be to make reduced offers or to
ensure the applicant is considered to get an offer rather than a reject?
2. If you don’t, what do you think you might use it for?
 How do you ensure fairness?
 What analysis/ research do you need to do in-house?
 What IT/record systems do you need in place
 What are the barriers to using contextual data?
 What are the incentives/benefits?
3. What can SPA do to help?
Thank you
More information from: [email protected]
www.spa.ac.uk Tel 01242 544891
Use of contextual data: University of Bristol
 Actual and/or predicted performance in public examinations is a key
indicator of academic potential for degree-level study.
 Educational context: quantifiable evidence of educational disadvantage or
more generic evidence drawn from the applicant's personal statement or
reference.
 Educational disadvantage: attendance at a school or college where, in the
previous year it was ranked in the bottom 40 per cent of all schools and
colleges in relation to the average score per ‘A’ Level entry, the average
score per ‘A’ Level entrant or the percentage of students applying to HE.
This is reviewed annually.
 Applicants from low performing schools/ colleges may be given a lower
offer, consideration is on an individual basis.
Use of contextual data: University of Bristol
 2004 established Widening Participation Research Cluster (WPRC) led by Dr
Tony Hoare to undertake WP research pertinent to University’s own
circumstances
 Overseen by the Head of WP and the Director of Student Recruitment, Access
and Admissions, supported by a research budget from the additional fee
income from the University's Access Agreement.
Research includes:
 The evidence for educational disadvantage: the possible differences between
applicants' paper qualifications and degree potential - attainment at the end of
Year 13 (at A-level) may misrepresent degree potential in certain WP groups.
 Now look at any similar evidence about GCSE profiles and how this can this
also be factored into decisions of Admission Tutors.
 http://www.bristol.ac.uk/academicregistry/raa/wpur-office/seminar/programme/
Use of contextual data: Durham University
Multiple factors are taken into account to identify the most able applicants by
academic staff who are experts in their field and who teach their subject:
1. A-Level (or equivalent) grades;
2. GCSE (or equivalent) grades;
3. the personal statement;
4. the reference;
5. the development of study skills;
6. motivation for the degree programme applied for;
7. independence of thought and working;
8. skills derived from non-academic extra-curricular activities such as
engagement in sport, the arts or voluntary and community work; and
9. contextual consideration of merit and potential
http://www.dur.ac.uk/study/undergraduate/policy/
Use of contextual data: Durham University
In addition to the contextual information provided via UCAS i.e. educational
journey since age 11, an indicator of time in care, and contextual information in the
personal statement and reference, the University also uses the following:
 if an applicant is from a neighbourhood where progression to HE is low;
 if an applicant has participated in a significant outreach activity organised by
the University e.g. a Summer School; and
 an indicator of whether the average school performance where the applicant
took their GCSEs is above or below the national average.
All information will be presented in a similar format and no individual piece of the
contextual information will be more important than any other.
Durham does not make lower offers on the basis of this contextual or any other
information and this will continue to be the case.
Use of contextual data: Other links
 University of Oxford:
http://www.ox.ac.uk/admissions/undergraduate_courses/finding_out_more/context
ual_data.html
 University of Cambridge:
http://www.admin.cam.ac.uk/offices/admissions/handbook/section2/2_6.html see
section 2.6.4 Assessment of GCSE scores