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Effective Data Sharing Research Project

Progression from Sixth Form to HE: Where do all our students go – and what happens when they get there ?. Effective Data Sharing Research Project. Key findings. Recognition that there is an absence of data Highlighted by Fair Access requirements and the new funding structure for HE

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Effective Data Sharing Research Project

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  1. Progression from Sixth Form to HE: Where do all our students go – and what happens when they get there? Effective Data Sharing Research Project Linking London; Newham Sixth form College

  2. Key findings • Recognition that there is an absence of data • Highlighted by Fair Access requirements and the new funding structure for HE • Need for a model framework in the sector for sharing data between partners. Effectiveness of pilot varied according to • Internal priorities and demands on MIS teams. • Relationship between teams responsible for MIS systems and managers responsible for widening participation, recruitment and planning • Data protection procedures and legal requirements and interpretation of those requirements by individual HEIs. Linking London. NewVIc

  3. Key Findings • There were consistent differentials in relation to retention (non-continuation) at university and the programme studied prior to entry. • There were marked differentials in retention rates between students who had studied A-level as opposed to advanced vocational programmes. • There were marked differentials between HEIs in relation to students’ intended degree and the achieved award. Linking London. NewVIc

  4. Key Findings • Learners found preparation for independent learning and the development of academic skills the biggest challenge facing them in transition from college to university. • UCAS personal ID vs. Unique Learner Record Number (ULN) and Personal Learner Record (PLR) Linking London. NewVIc

  5. Data and research • National Audit Office 2007 • Curtis 2007 • Back on Course Project • Published HESA Datasets • Learner Record Service Pilot Linking London. NewVIc

  6. NewVIc profile – the sample • 2800 students, majority at advanced level 3 • 56% advanced vocational; 44% A-level • Highest measure of deprivation of any 6th Form College in England • 81% received Educational Maintenance Allowance. • 750+ students progressed to university in 2011 • Over 80% come from Newham • 94% come from ethnic minority backgrounds • Most speak language other than English at home • Most are the first in their family to apply to HE Linking London. NewVIc

  7. NewVIc profile – the sample • No. of NewVIc students placed in HE up by 50% in 5 years from 494 to 757 - 820 students approxcurrently applying to HE • The college has placed 3000 students at university in the last 5 years mainly at London universities. • Over ninety percent of advanced level three students apply to university • Progression to HE is rated as a ‘high’ by the Sutton Trust at 78% (10% above the national average for sixth form colleges). • Comprehensive intake. Average ‘GCSE score’ of advanced level intake is one of the lowest of any Sixth Form in England. Linking London. NewVIc

  8. Research Aims • To identify how colleges and HEIs may effectively share data on students progressing between their institutions and to make recommendations that could assist and promote data sharing across the sector. • To focus on improving the “data conversation” between institutions to enable FECs and HEIs identify factors affecting student retention and achievement at level 4. • To track retention and achievement rates of NewVIc students placed at partner HEIs from 2006 to 2009 years of entry with a view to identifying patterns or trends within and between different cohorts. • To identify potential factors that impact positively or negatively on retention and achievement. Linking London. NewVIc

  9. Methodology • Meeting with managers and staff from recruitment, planning, widening participation and MIS data teams and conducting interviews. • Identifying the most effective means of sharing data on students placed and associated data protection issues with each HEI. • Identifying agendas and common concerns with HEIs regarding tracking student retention and achievement. • The data shared was analysed to identify significant trends in relation to retention and achievement. • Student feedback on the experience of transition from college to university was sought through the use of semi-structured group interviews and an online questionnaire. • For group interviews we invited former students who had changed course/university after starting their course. Linking London. NewVIc

  10. Data sharing findings • Finding: effectiveness of sharing data between institutions was best where teams responsible for widening participation, recruitment or planning, and MIS data were involved directly and from an early stage or where widening participation teams and staff were involved directly in the retrieval and analysis of MIS data. • Finding: The key identifier for sharing data was considered to be the student’s UCAS Personal ID. • Problems with ULN included: • mature students with no ULN; ULN not easily available for young learners and required fuzzy matching and a poor hit rate; virtually no applicants enter a ULN on UCAS Apply (5-6%). View amongst senior managers at HEIs that ULN was ‘dead in the water’ Linking London. NewVIc

  11. Data Analysis: Findings • Finding: There was a high disparity in retention between A-level students and vocational students across all institutions and programmes. • The percentage of A-level students who did not complete their course varied from 5% to 10%. • The percentage of advanced vocational students who did not complete their course ranged from 25% to 41%. Linking London. NewVIc

  12. Data Analysis: Findings • At one HEI, 88% of students who did not complete their degree progressed from one specific level 3 course at NewVIc and 75% of the non-completers at this HEI were enrolled onto the same degree programme area. • The overall non-continuation rate for NewVIc students placed at each HEI was generally consistent with overall non-continuation rates on the published by HESA Linking London. NewVIc

  13. Data Analysis: Findings • Data on successful completion of the intended degree suggested high variability between institutions • At one HEI the data for unsuccessful achievement against intended programme: • All students: 63%; A-level: 54%; BTEC National Diploma: 70%; BTEC National Certificate: 78%. • At a second HEI, 65% of all students were awarded at below a 2.2 degree. • Completion of students’ intended programme at a third HEI was almost 100%. Linking London. NewVIc

  14. Data Analysis: Findings • There was not an automatic correlation between the retention of students placed through clearing as compared to the main scheme applicants • The ‘no show’ rate was lower than expected and no higher than 4% Linking London. NewVIc

  15. Student survey findings • 32% of our students sited location as the key factor in their university choices • The university prospectus and friends and family also played a role in decision making (25% and 17.5% respectively). • Open days were rated by only 10% of respondents. Only 44% of respondents visited the university before deciding to study there Linking London. NewVIc

  16. Student survey findings • 'What was the most challenging aspect of the move from college to university?‘ • 18 out of 39 responses cited lack of preparation for independent study; 14 used the term 'independent‘ • “Much more is expected of you (at university), you have to be responsible for your own education. The teachers won't force you to do anything, everything is down to you.” • “The independent study at university was hard to adjust to at first” Linking London. NewVIc

  17. Recommendations • Partners to agree a common approach to data sharing between institutions. • Conformity regarding collaboration between partners, method, and preferably agreed identifiers for retention, achievement, and a common format for data analysis returns. • Data protection agreements signed by students at participating institutions should be explicit and transparent in facilitating the sharing of progression data for statistical purposes. Linking London. NewVIc

  18. Recommendations • Specific data protection statements for students who sign up for collaborative initiatives between partners in order that data on retention, achievement, progression and employability can be evaluated and shared. • The key common identifier for tracking students should be the UCAS personal ID until such a time as the utility of the PLR and ULN is sufficiently developed. • Need for further surveys through online questionnaires and focus groups. In particular there is a need for further research involving students who did not complete their course of choice and changed or dropped out of university. Linking London. NewVIc

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