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Evaluating the use of contextual data in undergraduate admissions

评估本科招生中情境数据的使用

基本信息

批准号：
ES/N01166X/1
负责人：
Vikki Boliver
金额：
$ 20.44万
依托单位：
Durham University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2016
资助国家：
英国
起止时间：
2016 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FN01166X%2F1
关键词：
Evaluating use contextual data undergraduate

项目摘要

Universities are increasingly using 'contextual data' to help them identify prospective students from disadvantaged backgrounds with the potential to succeed in higher education. At present, however, it is not clear which kinds of contextual data best capture the socioeconomic circumstances of individuals or what the consequences of particular contextual admissions policies might be for widening participation and student achievement. This project sets out to meet an urgent need for evidence-based guidance on the effective use of contextual data in university admissions.The research questions are:1) Which contextual indicators (such as measures of poverty or learning challenges), singly and in combination, best capture the socioeconomic circumstances of individuals? How strongly associated are the individual-level, neighbourhood-level, and school-level contextual indicators typically available to universities, and how well do these indicators cover for more verified measures of individual socioeconomic circumstances that are typically unavailable to universities (such as parental education or occupation)?2) How well do different contextual indicators, singly and in combination, predict success at university degree level, for comparatively disadvantaged students? Which contextual indicators identify students who are (a) likely to outperform comparably qualified peers from more advantaged environments and who may therefore warrant lower offers (e.g. AAB instead of AAA at A-level)? (b) can be expected to perform as well as comparably qualified peers from more advantaged environments and may therefore warrant prioritisation for standard offers? (c) are likely to perform well in absolute but not relative terms and may therefore require additional support to realise their full potential? How does this vary by degree subject area and academic entry requirements, and what sector wide patterns can be identified?3) How much of an impact can contextual admissions policies be expected to have on the goal of widening participation in higher education? What would be the likely effects of implementing different contextual admissions models on the social composition of the student body, for particular degree subject areas, for courses with different academic entry requirements, and across the sector as a whole? Which particular indicators, used in which particular ways, would enable universities to make the most progress towards the widening participation targets set out in their Access Agreements without compromising student achievement?The research will make use of three major secondary data sources - the National Pupil Database, the Longitudinal Study of Young People in England, and student records data held by the Higher Education Statistics Agency - to establish the ways in which universities could use contextual data to widen participation in higher education whilst maintaining high standards of student achievement.

大学越来越多地使用“背景数据”来帮助他们识别来自弱势背景的有潜力在高等教育中取得成功的未来学生。然而，目前还不清楚哪种背景数据最能反映个人的社会经济状况，也不清楚特定背景招生政策对扩大参与和学生成绩的影响。本项目旨在满足在大学招生中有效使用背景数据的循证指导的迫切需求。研究问题是：1）哪些背景指标（如贫困或学习挑战的措施），单独和组合，最好地捕捉个人的社会经济环境？大学通常可获得的个人层面、社区层面和学校层面的背景指标之间的关联有多强，这些指标在多大程度上涵盖了大学通常无法获得的个人社会经济情况的更可靠的衡量标准（如父母教育或职业）？2)不同的背景指标，单独和组合，如何预测相对弱势学生在大学学位水平上的成功？哪些背景指标确定学生谁是（a）可能优于更合格的同行从更宽松的环境，谁可能因此保证较低的报价（例如AAB而不是AAA在A级）？(b)可以预期其性能与来自更可扩展环境的可扩展合格对等设备一样好，因此可以保证标准产品的优先级？(c)可能在绝对值而非相对值方面表现良好，因此可能需要额外的支持，以充分发挥其潜力？这是如何不同的学位学科领域和学术入学要求，什么样的行业范围内的模式可以确定？3)有多大的影响可以上下文招生政策预期有扩大高等教育参与的目标？对于特定学位学科领域，对于具有不同学术入学要求的课程，以及整个行业，实施不同的背景招生模式对学生群体的社会构成可能产生什么影响？哪些特定指标，以何种特定方式使用，将使大学在不影响学生成绩的情况下，朝着《入学协议》中规定的扩大参与目标取得最大进展？该研究将利用三个主要的二级数据源-国家学生数据库，英格兰青年纵向研究和高等教育统计局持有的学生记录数据-建立大学可以使用上下文数据来扩大高等教育参与的方式，同时保持高标准的学生成绩。