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1 Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level How UCAS supports Fifth level WP Carys Fisher Senior Policy Executive 6/6/2018 1

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3 UCAS and WP Data and analytical services Admissions services Contextual information and data Information and advice

4 Commentating on the picture of equality in HE Data and analytical services 4

5 Some improvements over time Entry rate by POLAR3 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.

6 Blind spots? POLAR3 Q3 applicants Equality is a multi-dimensional problem. Only considering single dimensions results in blind spots. Subgroups of pupils who are highly disadvantaged being missed.

7 Multiple equality measure (MEM) A range of equality dimensions are combined to create an entry probability the multiple equality measure (MEM). Ethnic group FSM status POLAR3 Sex MEM School type

8 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.

9 STROBE Our 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.

10 Admissions services Removing barriers to the application process Information and advice 10

11 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 Help text Communication Stakeholder engagement User testing Internal training

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

13 Careers information from sector experts Information and advice Advice on where and what to study Financial advice All progression options (e.g. apprenticeships) Advice on qualification choices

14 Qualitative reports

15 Identifying potential Contextual information and data 15

16 Contextual data links to school/college/ local area Contextual information links to individual circumstances More complete picture of the applicant

17 UCAS support for contextualised admissions 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).

18 Questions?