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6/6/2018 1

How UCAS supports WP

Carys FisherSenior Policy Executive

UCAS and WP

Data and analytical services

Contextualinformation

and data

Admissions services

Information and advice

4

Commentating on the picture ofequality in HE

Data and analytical services

Entry rate by POLAR3

Some improvements over time

• Q1 (most disadvantaged) entry rate highest on record – 20.4%.

• Q1 had biggest increase of any quintile.

• In England, Scotland, and Wales Q5:Q1 gap fell.

Blind spots?

• Equality is a multi-dimensional problem.

• Only considering single dimensions results in blind spots.

• Subgroups of pupils who are highly disadvantaged being missed.

POLAR3 Q3 applicants

Multiple equality measure (MEM) A range of equality dimensions are combined to create an entry probability – the multiple equality measure (MEM).

MEMSex

Ethnic group

FSM status

POLAR3

School type

WP is an ongoing challenge

• MEM ratio 3.8; POLAR3 ratio 2.3.

• MEM better at identifying disadvantage.

• POLAR3 shows progress still being made; MEM shows progress has stopped.

STROBEOur impact assessment tool

• Evaluates the effectiveness of WP activities by looking at HE outcomes for groups and individuals.

• Shows how application, offer, and acceptance rates for a cohort compare to an academically and demographically similar control group.

• Demonstrates where significant

change has been seen.

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Removing barriers to the application process

Admissions services

Information and advice

Application flags Questions allowing applicants to self-identify their individual circumstances.

Why?• To make self-identification an easier process for the applicant.• To improve the process of supporting the applicant early.When?• With the introduction of the new UCAS Postgraduate service.

Information and advice

Stakeholder engagement

Help text

User testing

Communication

Internal trainingUser testing

Communication

Internal training

Personal statement guidance Not all circumstances can be flagged in an application, so applicants are encouraged to self-declare in their personal statement, and/or the reference.

Information and advice

Careers information from sector experts

Advice on where and what to study

Financial advice

All progression options (e.g. apprenticeships)

Advice on qualification choices

Qualitative reports

15

Identifying potential

Contextual information and

data

Contextual data – links to

school/college/ local area

Contextual information –

links to individual

circumstances

More complete picture of the

applicant

• Questions in Apply ̶ in addition to standard personal details and qualifications information, UCAS also gives applicants the opportunity to declare additional information, such as an impairment, or experience of the care system.

• Personal statement and reference ̶ free text fields where further contextual information can be included.

• The UCAS contextual data service ̶ data about an applicant’s school/college and local area.

• Work with the Fair Education Alliance to raise awareness with teachers and advisers.

• Research to test the feasibility of using a novel means of contextualising admissions, using our multiple equality measure (MEM).

UCAS support for contextualised admissions

Questions?