The Postcode Lottery – Are universities doing enough to help students from deprived areas?

This August’s A-Level results are the first since 2019 to be sat in person after two years of teacher-assessed grades due to the pandemic. Despite a return to academic normality, the number of students achieving the top grades of A*/A has fallen sharply this year. The results also suggest that it is the state schools in the north-east which have struggled to recover from the disruption of online learning compared to those in the south.

The current GCSE and A-Levels are largely weighted by examinations sat at the end of the academic year, but the pandemic has exposed the flaws and disparities within the UK education system. Traditionally, private schools benefit from smaller class sizes, modern facilities and are less restricted by the National Curriculum, and this has helped them to adapt easier to the educational upheaval. Conversely, state schools are dependent on government funding and will feel the impact of economic uncertainty to a much greater extent than private institutions. Even within the state school bracket there are significant distinctions between comprehensives, academies, and selective grammar schools in terms of facilities and student support. The range of schools in the UK makes it difficult to assess students fairly with the same examinations because the educational standard is unbalanced. Ultimately the pandemic has impacted all students to varying degrees and the current cohort were required to sit their A-Levels to a largely pre-pandemic standard. However, it is important to recognise that the grades cannot be compared directly to the results of 2020 and 2021 due to the different methods of assessment.

The University of Leeds has several initiatives in place to try and encourage students from deprived areas to apply. The Access to Leeds scheme was established to give students with circumstantial difficulties affecting their academic potential an alternative offer for their course following the completion of a skills-based module. Over 900 students are eligible each year including the children of low-income families, first-generation university students, carers, and students from areas with a low progression into higher education. Additionally, the ‘Students into Schools’ scheme is a module that can be chosen by current undergraduates which seeks to establish links with prospective students in West Yorkshire and the university. The initiative aims to enhance the academic potential of students in deprived schools while mutually helping the undergraduates to gain valuable teaching experience. There is a similar scheme operating in Wales called the Seren Network which encourages students to apply to Russell Group universities by hosting networking events and advice about UCAS and personal statements. This is important because many state schools lack the provisions to provide their students with adequate information about the university application process and many students feel like university is not accessible for them.

While the work of the University of Leeds is influential, there is a disparity between the 24 Russell Group universities regarding the admissions of state school students despite the fact they make up 93% of the population. According to HESA (The Higher Education Student Data), 82.5% of newly enrolled students at the University of Leeds are from state schools compared with 61.5% at Durham University. Additionally, over 30% of Oxford students are from private schools – a decrease from previous years, but still a larger figure seen than from non-Oxbridge universities. At Oxford and Cambridge, there is also the added fact that students are strongly encouraged to avoid taking on part-time work, which can greatly deter prospective students, particularly as the current student finance system in England ignores certain contextual factors and many students are dependent on part-time employment to pay their rent. This issue is only likely to get worse, given that this year’s increase in maintenance loan is nowhere near the rising rates of inflation, nor enough to adequately support students against rising energy bills.

The lack of uniformity within the policies of Russell Group universities concerning the admissions of working class and BAME students makes the goal of class mobility unattainable for many. Although The University of Cambridge made headlines in 2021 for its record admissions of BAME students, the change was accredited to the scholarship programme spearheaded by the grime artist, Stormzy. The increased admissions of state school and BAME students over the last few years has also attracted criticism from some private schools as ‘positive discrimination’ and ‘social engineering’, which the University of Cambridge strongly denies.

Education is a gateway for personal advancement

Hannah Spruce

Education is a gateway for personal advancement, but the current differences between private and state schools and, subsequently, the Russell Group impede the chance for many students to reach their potential. Examination results directly impact the demand and admissions for universities and many schools’ market themselves on the acquisition of top grades and university places secured. The two institutions are mutually dependent on each other and a shift in attitude as well as action is necessary to ensure the integration of students from state schools can be achieved at the top universities.

The full impact of the pandemic on our education is unknown, but the 2022 results are beginning to uncover the inequalities which persist in the academic system. The UK has some of the best schools and universities in the world and it is about time that everyone has the chance to access them.

Header Image Credits: BBC.