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Exploring the relationship between the characteristics of English schools and the progression rates of their pupils to degree-level study

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Martin, Paul (2021) Exploring the relationship between the characteristics of English schools and the progression rates of their pupils to degree-level study. Educational Review . pp. 1-22. doi:10.1080/00131911.2021.1978395 ISSN 1465-3397. (In Press)

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Official URL: https://doi.org/10.1080/00131911.2021.1978395

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Abstract

This article explores the extent to which three different school or college characteristics are related to school or college-level progression rates to higher education. Using data from publicly available datasets concerning state schools and colleges in England, linear regression analyses were performed to investigate the extent to which progression rates to higher education are related to the proportion of socioeconomically disadvantaged pupils within schools, the proportion of pupils in schools who reside in “low participation neighbourhoods” and the effectiveness of schools as determined through Ofsted inspections. Schools with a higher proportion of socioeconomically disadvantaged pupils tend to send fewer pupils to university though once school-level attainment is controlled for this trend reverses. However, schools with higher proportions of pupils in low participation neighbourhoods and those with lower Ofsted ratings tend to send fewer pupils to university both before and after school-level attainment is controlled for. The findings are interpreted within the context of a widening participation agenda and suggestions are made for how providers of widening participation outreach activities may most effectively target school-level interventions designed to increase higher education participation, especially those which do not have the effect of raising pupil attainment.

Item Type: Journal Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
SWORD Depositor: Library Publications Router
Library of Congress Subject Headings (LCSH): Education, Higher, Education, Higher -- Social aspects , Educational equalization , Right to education, Inclusive education, Affirmative action programs in education
Journal or Publication Title: Educational Review
Publisher: Informa UK Limited
ISSN: 1465-3397
Official Date: 2021
Dates:
DateEvent
2021Published
6 November 2021Available
6 September 2021Accepted
Page Range: pp. 1-22
DOI: 10.1080/00131911.2021.1978395
Status: Peer Reviewed
Publication Status: In Press
Reuse Statement (publisher, data, author rights): ** From Crossref journal articles via Jisc Publications Router ** History: epub 06-11-2021; issued 06-11-2021.
Access rights to Published version: Open Access (Creative Commons)
Date of first compliant deposit: 26 November 2021
Date of first compliant Open Access: 29 November 2021

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