WISERD researchers reveal how coming from a ‘low participation neighbourhood’ has little affect on a students’ progress through HE
Professor Chris Taylor and Professor Gareth Rees have found there is no significant effect on the progress of students in Higher Education who come from areas of widening access.
The recently published research, in the Contemporary Wales Journal, looked at how students from non-traditional backgrounds performed whilst at one British university. The findings indicate that there is no disadvantage to coming from a ‘low participation neighbourhood’ on degree classifications when comparing other similar students based on their prior attainment.
‘These findings suggest that the principal aim of the Welsh Government to increase participation of young people from Communities First areas in Wales can be achieved without detriment on their success in completing a degree,’ summarisied Professor Taylor. ‘It is also good news for young people from Communities First areas who perhaps might otherwise think that university is not for people like them. This clearly shows that if they can get the grades for entry they are just as likely as anyone else to successfully progress through their higher education and get a good degree result.’
The research, which took place over a three year period and followed 30,000 students, also uncovered evidence to support how females tend to do better in Higher Education and that prior qualifications are key to achieving a ‘good’ degree.
Another finding to come from the research was the assessment of fee paying versus state school education. Research Director, Professor Taylor concludes that pupils from independent and private schools are less likely to do as well those from other schools:
‘This finding appears to be in line with recent studies at other British universities, which suggests that university students from fee paying schools are significantly less likely to get a good degree result than equivalent students from the state maintained sector.’
‘Unfortunately none of these studies have enough information to help understand why this might be the case. Clearly this deserves further consideration otherwise university managers, admissions tutors and government officials will be left to simply speculate as to the reasons for this.’