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Widening Participation in Higher Education: Analysis using Linked Admin Data

Widening Participation in Higher Education: Analysis using Linked Admin Data. Institute of Education Institute for Fiscal Studies Centre for Economic Performance. Research Team. Haroon Chowdry Claire Crawford Lorraine Dearden Alissa Goodman Anna Vignoles. Background and Motivation.

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Widening Participation in Higher Education: Analysis using Linked Admin Data

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  1. Widening Participation in Higher Education: Analysis using Linked Admin Data Institute of Education Institute for Fiscal Studies Centre for Economic Performance

  2. Research Team Haroon Chowdry Claire Crawford Lorraine Dearden Alissa Goodman Anna Vignoles

  3. Background and Motivation • Concerns increased following introduction of tuition fees in 1998 • But did not deter low income students (who were protected by increased loan availability) (Dearden, Fitzsimons & Wyness, 2008) • Recent policy developments may affect future participation • 2006-07 reforms • Further fee rises to £9k

  4. Research Questions • How does the likelihood of HE participation vary by socio-economic background? • How much of this gap can be explained by prior achievement? • How does the type of HE participation vary across socio-economic groups?

  5. New longitudinal admin data • Linked individual-level administrative data • School, FE and HE records • Data on participants AND non-participants • Consider two cohorts: • In Year 11 in 2001-02 or 2002-03 • Potential age 18/19 HE entry in 2004-05 or 2005-06 (age 19/20 entry 2005-06/2006-07) • State and private school students

  6. Results Likelihood of HE participation varies massively by socio-economic background However much of this gap can be explained by prior achievement Again comes back to early interventions and investments....... If we are serious about equity issues...

  7. Male HE participation, by deprivation quintile

  8. Allowing for prior achievement:

  9. Results There is also inequality in the types of universities attended by different students Poorer students tend to enrol in less prestigious universities This has implications for the amount of human capital they acquire and hence their earnings

  10. Strong gradient in university prestige by deprivation status

  11. Differences in HE prestige within A Level scores

  12. Conclusions Our results indicated that the key to low participation by poor students is not their time preferences nor financial costs of study Reducing inequality in higher education participation in the UK is largely about reducing inequalities earlier in the system Psychic costs of investing in HE are too high for poor students

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