Crawford, C; Dearden, L; Micklewright, J; Vignoles, A; (2016) Family Background and University Success Differences in Higher Education Access and Outcomes in England. (1st ed.). Oxford University Press: Oxford, UK.

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Abstract

This book analyses why far fewer teenagers from disadvantaged backgrounds go to university than do young people from better-off families, and how success after entering higher education also varies by family background. It draws on rigorous quantitative research based on a wealth of data from administrative records of the school and university system in England. Results are presented in clear, easy-to-read graphs. Chapter 1 sets the scene, documenting the magnitude of the socio-economic gaps of interest, why they matter, and what the book offers. Chapter 2 asks why governments fund higher education and how this can be done. Chapter 3 describes how university teaching and students’ living costs are now funded in England, comparing with other countries. Chapter 4 considers the impact of the controversial increases in tuition fees in 2006 and 2012, and whether these changes have led socio-economic gaps in university applications and entry to widen. Chapter 5 dissects the key explanation for differences in university application and entry by family background, that is, differences in school attainment. Chapter 6 then considers when these attainment gaps emerge and hence when and how to intervene to increase the participation rates of poor students. Chapter 7 asks whether getting more poor students to university is enough or whether there are further family background differences in university drop-out, degree completion, and degree class. Chapter 8 considers differences in labour market success following graduation. Chapter 9 discusses the implications of the findings for government, universities, and students and their families.

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