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British educational trajectories from school to university: evaluating quantitative evidence in policy formulation and justification

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)137-155
Number of pages19
JournalPolicy and Politics
Volume45
Issue number2
Early online date5 Apr 2016
DOIs
DateAccepted/In press - 18 Feb 2016
DateE-pub ahead of print - 5 Apr 2016
DatePublished (current) - Apr 2017

Abstract

The increasing volume of available ‘big data’ contains great potential for public policy to be evidence-based – as long as they are properly analysed and fully appreciated. This paper examines a case where that did not happen, and as a consequence an ideological-driven policy change was supported by a poor analysis of the available data. Using the same data, analyses employing a novel procedure falsify the government’s arguments: many well-qualified students for courses in
the country’s leading universities may not be offered places there in the absence of data on their academic progress during their two years of post-secondary education.

    Research areas

  • contingency tables, school examination performance, university admissions, university degree performance

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Policy Press at http://www.ingentaconnect.com/content/tpp/pap/pre-prints/content-PP_POLICYPOL-D-15-00031R3. Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 487 KB, PDF-document

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