Transcript Emma Church - EMWPREP

Emma Church
Introduction to the East Midlands Widening
Participation Research and Evaluation Partnership
(EMWPREP)
THE USE OF WP DATA:
HOW IT CAN BE
DEPLOYED TO INFORM
PRACTICE AND
INTERVENTION?
Uses of Data in the
East Midlands
Examples of the Use
of Data
EMWPREP:
8 HEIs in the East Midlands
 Continuing the work of Aimhigher in the East
Midlands
 Work includes:
 Monitoring and evaluating institutions’
outreach programmes
 Evaluation of discrete outreach activities
 Targeting students for outreach activity
 Analysing partner institutions’ student data
 Analysing external data: UCAS; DfE

USES OF DATA:

There are three main ways in which data is used
in the East Midlands:
1.
Targeting
2.
Monitoring
3.
Evaluation
TARGETING:

Targeting for inclusion in WP interventions takes
place on two levels:

School Level

Individual Level
TARGETING: SCHOOL LEVEL
% residing in POLAR3 quintile
School Name
School A
School B
School C
School D
School E
School F
School G
School H
School I
School J
qYPR 1
qYPR 2
64%
62%
62%
60%
46%
44%
44%
42%
41%
41%
34%
3%
11%
1%
45%
22%
44%
35%
26%
38%
% residing in IMD2010 area
qYPR 1or2 10% most
deprived
97%
65%
73%
61%
92%
67%
88%
77%
67%
80%
94%
9%
17%
56%
0%
43%
0%
49%
35%
0%
20% most
deprived
95%
9%
32%
60%
0%
70%
0%
52%
40%
0%
40% most
deprived
99%
57%
61%
97%
20%
84%
20%
81%
50%
14%
Free School Meals
(FSM)
% eligible for FSM
(performance table
stats) (Jan 2013
Census)
49%
29%
17%
44%
17%
67%
17%
25%
18%
9%
GCSEs
KS2
% 5+ A*-C inc E&M 2012 % achieving level 4 or
above in reading and
mathematics test and
writing teacher
assessment 2012
N/A
N/A
N/A
NO DATA AVAILABLE
NO DATA AVAILABLE
0%
31%
49%
NO DATA AVAILABLE
NO DATA AVAILABLE
77%
74%
46%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
No. of
Targeting
Pupils
Total No. of No. used in Target
Pupils
analysis
School
342
120
760
293
395
63
403
1,040
500
468
342
116
759
289
395
63
403
1035
498
467
P
P
P
P
P
P
P
P
P
Total All
Criteria
10
4
3
9
1
8
1
6
2
0
TARGETING: INDIVIDUAL LEVEL






Currently a student will fall into the cohort if they
meet the following criteria:
They are predicted a 40% (city)/ 50% (county) chance
of achieving 5+ A*-C GCSEs AND
They are eligible for Free School Meals (FSM), OR
They fall within one of the 20% most deprived areas
nationally according to the Indices of Multiple
Deprivation (IMD), OR
They fall within one of the 20% lowest young HE
participation wards (quintile 1) of POLAR3, OR
They fall within one of the 40% most deprived areas
nationally according to IMD AND within one of the
40% lowest young HE participation wards (quintile 1
or 2) of POLAR3.
MONITORING: M&E DATABASE
MONITORING: ACTIVITY PROFORMAS
Activity Pro-forma
This pro-forma should be filled in by the Activity Lead. Refer to the guide to completion for more information.
Date (s):
Activity Name:
Lead Provider:
Funding Stream (please tick one)



HEI WP Funding
HEI Recruitment
REACH
Funding Year:
2013/14
2014/15
Category:
Activity Type:

Other Funding (please specify)
Cat1 / Cat2
Sub-activity Type:
Project (please specify):
Core Activity Type (please tick one)

Campus Visits (generic)



Information, Advice and Guidance
Student Ambassadors
Master Classes, including subject enrichment
or revision sessions
Residential:




Yes / No



Mentoring
School or college based interventions as part
of an agreed programme
Summer Schools and other HE related
residential experiences



Activity Duration:
Activity Description:
Receiving
Organisation(s)
(schools/colleges/other):
Target Group (please tick all that apply)
General (not targeted beyond school level)
Identified Cohort
G&T Cohort
Travellers
Students with EAL
BME Learners
Looked After Children
Students with Disabilities
Communities
Rural Deprivation
Activity Organiser
Details (staff):
Activity Providers
(providing institutions):
Number of participants:
Number of
Schools/Colleges:
Year Group(s):
Outcomes (of the
activity)
Recommendations
Impact (on learners)
Commentary










Primary School Students
Mature Students
Parents
Gender Inequalities - Female
Gender Inequalities – Male
Apprentices and Advanced Apprentices
Vocational Learners
Work-based Learners
Other (state) _________________________
Number of Teachers:
Number of Parents:
Were consent forms
collected for this activity?
Yes / No









The proformas allow HEIs to
record a wide variety of
information about their
interventions such as activity
type, category, funding
stream, duration, location,
target group and importantly
the number of participants
involved
MONITORING: CONSENT FORMS
Parental / Carer Consent Form
Photography
Dear Parent/Carer,
Universities in the East Midlands sometimes use photography for publicity purposes. We would like your
permission to photograph your child/dependent for possible use in our publications, website and other publicity
material. They may also be used by our partner organisations (noted above) with our permission. The image(s)
will remain the property of the university providing the activity and will be used for the sole purpose of
promoting similar activities.
Your child/dependent may have the opportunity to take part in university visits, mentoring
programmes, summer schools, subject tasters, revision classes and a whole range of other
rewarding activities.
To make sure these activities are useful and effective for young people, we need to gather certain
information which we use purely for research purposes. We would be really grateful if you could take
a few minutes to complete this consent form and return it to your child/dependent’s school.
I agree* / do not agree* to my child/dependent having their photograph taken
(* please delete as appropriate)
The information collected on this form will be used for research purposes only.
Further Contact
Student Name:
Date of Birth:
D
D
M
M
Y
Y
Y
Y
From time to time we may send information to you or your child/dependent that we feel is useful, including
university/education information or more opportunities to take part in activities. We may also wish to make
contact for further research purposes.
Year Group:
Home Address:
I agree* / do not agree* to me or my child/dependent being contacted by the partners mentioned
above (* please delete as appropriate)
Home Postcode:
Sex:
Female
Male
School / College:
Data Protection
Educational background of parents / carers
Have any of your child/dependent’s parents or carers been to university or taken a degree?
Yes
No
Don’t know
Parental / carer occupation - we would like to know the following information for research purposes only:
What is the occupation of the highest earning parent/carer currently living in the household
(please state)?
Chinese
Black Caribbean
White & Black African
Bangladeshi
Black African
White & Black Caribbean
Indian
Other Black Background
Other Mixed Background
Pakistani
White
Other Ethnic Background
Other Asian Background
White & Asian
Prefer not to say
No known disability
Deaf/hearing impaired
Multiple disabilities
Dyslexia or other learning
Wheelchair user/mobility difficulty
Autistic Spectrum Disorder /
Name of parent / carer:
Relationship to child / dependent:
Signature of parent / carer:
Date:
Student Disability (please tick):
Blind/partially sighted
Any personal data we collect is confidential and will only be shared with the partners mentioned above and will not
be used for any other purpose. Data will be processed in accordance with the Data Protection Act 1998. For more
information, please see http://www.legislation.org.uk/ or call 01509 223462.
PLEASE COMPLETE THE INFORMATION BELOW
Student Ethnicity (please tick):
need
In order to ensure that our activities are effective and reaching the right people, we collect and analyse statistical
information, including information about your child/dependent’s ethnicity and disability statement. The research is
being undertaken in partnership with universities in the East Midlands, the Higher Education Funding Council for
England (HEFCE), the Universities and Colleges Admissions Service (UCAS), the Higher Education Statistics Agency
(HESA), Connexions and the school or college’s Local Authority.
Mental health difficulty
Unseen disability
Asperger’s Syndrome
Other disability
Prefer not to say
If you do not give your consent for the information collected on this form to be used in the above mentioned research
MONITORING: PARTICIPANT
BIOGRAPHY
EVALUATION: REACH ACTIVITY AND
PARTICIPANT DEMOGRAPHICS
Summary
No. Activities
No. Participants
Category
111
3806
No. Activities
%age of Activities
No. Participants
%age of Participants
Cat1
28
25.2%
2032
53.4%
Cat2
83
74.8%
1774
46.6%
Total
111
100.0%
3806
100.0%
Activity Type
No. Activities
%age of Activities
No. Participants
%age of Participants
Academic Experience Day
2
1.8%
59
1.6%
HE Experience
1
0.9%
59
1.6%
HE Talks
6
5.4%
415
10.9%
HE/University Experience Days
18
16.2%
871
22.9%
IAG
80
72.1%
2272
59.7%
Master Classes
2
1.8%
46
1.2%
Taster Sessions
2
1.8%
84
2.2%
111
100.0%
3806
100.0%
Grand Total
EVALUATION: REACH ACTIVITY AND
PARTICIPANT DEMOGRAPHICS
Targeting Summary
IMD
NS-SEC
qYPR
qAHE
Parents/Carer HE
Total No. Participants in analysis
%age in target group
Total No. Participants
56.9%
945
53.8%
625
51.3%
945
62.3%
945
70.6%
892
n/a
985
80,0%
70,0%
60,0%
IMD
50,0%
NS-SEC
40,0%
qYPR
30,0%
qAHE
20,0%
Parents/Carer HE
10,0%
0,0%
2011/12
2012/13
2013/14
There has been a decrease
in the percentage of
participants meeting
various targeting criteria
between the interim stage
in 2012/13 and the interim
stage in 2013/14.
EVALUATION: ATTAINMENT &
PROGRESSION

Predicted versus Actual


Establish links between talking part in outreach
interventions and doing better than expected in key
assessments
Progression to HE

Link participant of outreach interventions to
applications, offers and acceptances at partner
institutions
EVALUATION: SPECIFIC EVALUATIONS

Activity Questionnaires
Activity Evaluation Questionnaire
Please answer the following statements with your own opinions, by circling the number that best applies to
your answer. 1 = Strongly Agree 2 = Agree 3 = Not sure 4 = Disagree 5 = Strongly Disagree
LET US KNOW WHAT YOU THINK!
We want you to help us make sure that our activities are a success. Please fill in this questionnaire to help us
find out about the impact of our activities, and help us identify areas we may need to improve. The
questionnaire is totally confidential and we will not be asking for your name. Your views are important to us, so
please be honest in your answers.
Are you:
Female
□
or Male
□
Year Group:…………………………………………………………………
Name of School: ………………………………………………………………………………………………………………………………………………
6. The activity has increased my understanding of [insert HEI name]
University
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
8. The activity has increased my interest in this area of study
1
2
3
4
5
9. The activity has motivated me to do well with my current studies
1
2
3
4
5
10. I would consider studying this subject area at university degree
level
1
2
3
4
5
7. I learned new things today in the following sessions that will help
me in the future:
Name of Activity: ………………………………………………………………………………………………………………………………………………
Date of Activity: ………………………………………………………………………………………………………………………………………………
1. Before attending this event, did you plan to study at university/higher
education level in the future?
Yes
No
Don’t know
2a. Has the activity influenced your thoughts about studying at
university/higher education level in the future?
Yes
No
Don’t know
2b. In what ways?
11. How do you think we could improve any future activities?
3a. Has the activity influenced your thoughts about studying at [insert HEI
name] University?
Yes
No
Don’t know
3b. In what ways?
Please answer the following statements with your own opinions, by circling the number that best applies to
your answer. 1 = Strongly Agree 2 = Agree 3 = Not sure 4 = Disagree 5 = Strongly Disagree
4. The activity has increased my understanding of university/higher
education
1
2
3
4
5
5. The activity has increased my confidence about studying at
university/higher education level
1
2
3
4
5
EVALUATION: SPECIFIC EVALUATIONS

Bespoke Evaluations

In-depth analysis utilising multiple mixed methods
approach to evaluation
Examples:
 Loughborough University’s Mentoring Scheme
 University of Leicester’s Students in Classrooms
Programme
 University of Leicester’s Summer School Programme

CONCLUSION



Correct identification of target school and pupils
within those schools is important
Collection of consent forms is crucial to
monitoring and evaluation as it’s the way to
establish links as to “what works”
Activity evaluations give an ‘immediate’ picture
of the success of an event
ANY QUESTIONS?
CONTACT DETAILS
Emma Church
Widening Participation Research & Evaluation Coordinator
T: 01509 223462
E: [email protected]
Hazlerigg Building, Rm 201.0.18
Loughborough University
LE11 3TU