The Library
Exploring the relationship between the characteristics of English schools and the progression rates of their pupils to degree-level study
Tools
Tools
Tools
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)
|
PDF
WRAP-Exploring-relationship-characteristics-English-schools-progression-rates-pupils-degree-level-2021.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (761Kb) | Preview |
Official URL: https://doi.org/10.1080/00131911.2021.1978395
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: |
|
||||||||
| 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 |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |
Downloads
Downloads per month over past year
