This article is from the source 'guardian' and was first published or seen on . It last changed over 40 days ago and won't be checked again for changes.
You can find the current article at its original source at http://www.theguardian.com/news/datablog/2014/mar/28/race-gender-schooling-university-key-charts
The article has changed 2 times. There is an RSS feed of changes available.
Previous version
1
Next version
| Version 0 | Version 1 |
|---|---|
| Race, gender, schooling and university success - six key charts | Race, gender, schooling and university success - six key charts |
| (5 months later) | |
| Does any part of how you are born and raised mean you are more likely to be successful after reaching university? | Does any part of how you are born and raised mean you are more likely to be successful after reaching university? |
| A report by the Higher Education Funding Council for England (HEFCE) looked at how students from a variety of different backgrounds performed at English universities after entering a full-time degree course in 2007-08. | A report by the Higher Education Funding Council for England (HEFCE) looked at how students from a variety of different backgrounds performed at English universities after entering a full-time degree course in 2007-08. |
| The key element of the analysis is seeing which students were more likely to achieve first or upper second class honours than others who have the same A-Level results but come from different backgrounds. | The key element of the analysis is seeing which students were more likely to achieve first or upper second class honours than others who have the same A-Level results but come from different backgrounds. |
| Each of the charts below is broken down by A-Level grades so the left-hand side shows how those with the highest marks performed compared to those on the right hand side who had the lowest marks. | Each of the charts below is broken down by A-Level grades so the left-hand side shows how those with the highest marks performed compared to those on the right hand side who had the lowest marks. |
| Success varies significantly between different ethnicities | Success varies significantly between different ethnicities |
| After adjusting for their achievement at A-Level, students from a white background were the most likely to achieve an upper second or higher result. | After adjusting for their achievement at A-Level, students from a white background were the most likely to achieve an upper second or higher result. |
| 72% of white students entering higher education with BBB got a first or upper second, compared to 56% of Asian students and 53% of black students who had the same A-Level results. | 72% of white students entering higher education with BBB got a first or upper second, compared to 56% of Asian students and 53% of black students who had the same A-Level results. |
| State school students do better | State school students do better |
| Besides those students that got the highest A-Level results, those whose Key Stage 5 (KS5) school is independent were less likely to achieve a first or upper second than those who came from state schools. | Besides those students that got the highest A-Level results, those whose Key Stage 5 (KS5) school is independent were less likely to achieve a first or upper second than those who came from state schools. |
| When you break down the different types of state school - such as community and foundation schools - there was some variation in achievement but not the same definitive gap as there was between state and independent. | When you break down the different types of state school - such as community and foundation schools - there was some variation in achievement but not the same definitive gap as there was between state and independent. |
| Students from non-selective schools performed just as well | Students from non-selective schools performed just as well |
| Once a student got to higher education, whether their school was selective or not seems to be unimportant. Besides those who had the highest A-Level scores, performance between selective and non-selective schools was pretty even. | Once a student got to higher education, whether their school was selective or not seems to be unimportant. Besides those who had the highest A-Level scores, performance between selective and non-selective schools was pretty even. |
| The success of a school is not related to a student's success | The success of a school is not related to a student's success |
| Despite the gap between independent and state schools, there was no significant difference between the achievement of those that attended the top 20% of schools in the country and those that went to the bottom 20%. | Despite the gap between independent and state schools, there was no significant difference between the achievement of those that attended the top 20% of schools in the country and those that went to the bottom 20%. |
| In fact, a student that got AAB from one of the schools in the top-tier was just as likely to get a first or upper second as one with the same grades who attended one of the worst performing schools. | In fact, a student that got AAB from one of the schools in the top-tier was just as likely to get a first or upper second as one with the same grades who attended one of the worst performing schools. |
| Female students perform better than males | Female students perform better than males |
| 79% of female students who entered their degree course with AAB in their A-Levels went onto get an upper second or higher, while for males with the same grades the proportion is 70%. | 79% of female students who entered their degree course with AAB in their A-Levels went onto get an upper second or higher, while for males with the same grades the proportion is 70%. |
| However, 20% of both women and men who received those A-Level grades got first class honours. | However, 20% of both women and men who received those A-Level grades got first class honours. |
| Students from disadvantaged areas tend to do less well | Students from disadvantaged areas tend to do less well |
| The report's authors looked at two different measures of deprivation. The first was the Income Deprivation Affecting Children Index (IDACI), which shows how many children live in low-income households. | The report's authors looked at two different measures of deprivation. The first was the Income Deprivation Affecting Children Index (IDACI), which shows how many children live in low-income households. |
| The second, which is reflected in the chart shown above, is the Participation of Local Areas (POLAR), looking at what percentage of children in each area enter higher education. | The second, which is reflected in the chart shown above, is the Participation of Local Areas (POLAR), looking at what percentage of children in each area enter higher education. |
| Under both measures, the most disadvantaged children generally performed worse than students with the same grades from other areas. | |
| Download the data | Download the data |
| • DATA SOURCE: HEFCE | • DATA SOURCE: HEFCE |
| More open data | More open data |
| Data journalism and data visualisations from the Guardian | Data journalism and data visualisations from the Guardian |
| Development and aid data | Development and aid data |
| • Search the world’s global development data with our gateway | • Search the world’s global development data with our gateway |
| Can you do more with this data? | Can you do more with this data? |
| • Contact us at data@theguardian.com• Follow us on Twitter• Like us on Facebook | • Contact us at data@theguardian.com• Follow us on Twitter• Like us on Facebook |
Previous version
1
Next version