UpReach Access to the Professions for Undergraduates from Less-Privileged Backgrounds - The Issue
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upReach
Access to the Professions for Undergraduates
from Less-Privileged Backgrounds – The Issue
upReach.org.ukNine point summary
Capabilities required for access and
The professions Access at university
calls for upReach’s approach
1. The professions are key to the UK’s 4. Once at selective universities, 7. Employers value non-academic
economic success... undergraduates from less-privileged capabilities that undergraduates
backgrounds perform comparably from less-privileged backgrounds
2. ...yet are not socially representative with their more-privileged peers tend to lack and struggle to build
3. Access to the professions has not 5. However, equal academic 8. There are calls for a collaborative
improved for over two decades performance is not matched by approach to improving social mobility
equal access to the professions at university
with a gap of up to 15%...
9. upReach’s collaborative approach
6. ...and those graduates from can make a significant contribution
less-privileged backgrounds who do
access the professions earn up to
£3,000 less annually
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 2 of 14The professions are key to the UK’s economic success...
Fig. 1 Percentage of independently-educated employees
by professional group4
The professions are an increasingly important part of the UK
economy. According to the Cabinet Office, their share of total
employment is projected to rise from 42% in 2010 to 46% in 2020 and MPs
‘will account for approximately 83% of all new jobs’ in the next decade1.
Barristers
...yet are not socially representative
Senior Civil Servants
Professional group
The makeup of the professions does not reflect the full range of socio-
Top Journalists
economic backgrounds in the UK. The Sutton Trust have shown that the
professions contain disproportionately high numbers of independently-
FTSE 100 CEOs
educated employees2.
Lords
For example (Fig. 1):
Finance Directors
● 43% of Barristers
Supreme Court Judges
● 54% of top Journalists
0% 25% 50% 75% 100%
● 54% of FTSE 100 CEOs Percentage of independently-schooled employees
● 70% of Finance Directors Percentage of the school population
who are independently-educated
● and 88% of Supreme Court Judges
These statistics echo findings published in the Cabinet Office report Unleashing
...were independently-educated despite independent schools accounting for Aspiration, which argues that ‘the professions are becoming the preserve of
only 7% of the school population3.
people from an increasingly small part of the social spectrum’5.
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 3 of 14Access to the professions has not improved
for over two decades Fig. 3 The proportion of graduates in full-time graduate employment
six months after graduating by social background11, 12
According to the Panel on Fair Access, ‘access to society’s top jobs and
Employed in graduate positions
professions has become less... representative over time’6. 8% 75%
70%
While the number of people employed in the professions has increased over 6%
the last two decades, the difference in representation between those from 65%
Gap
more and less-privileged backgrounds has not changed – a gap of 23% has 4%
remained constant since 1996 (Fig. 2)7. 60%
2%
Fig. 2 The proportion of the working-age population employed in higher 55%
level occupations by social background8, 9
0% 50%
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Employed in the professions
25% 60%
Year
50% Gap
24%
More-privileged groups SOC (1-3)
40%
23% Less-privileged groups SOC (4-9)
Gap
30%
22% ‘If action is not taken... the typical professional of the future will now be
20% growing up in a family that is better off than seven in ten of all families in the
21% 10% UK’13.
20% 0%
1991-95 1996-00 2001-04 2005-08 For example:
Year • The typical teacher of the future will today be growing up in a family that is
Gap
better off than 66% of all UK families
Higher-level occupations NS-SEC (1-2)
Others • The typical accountant of the future will today be growing up in a family that is
better off than 75% of all UK families
Alarmingly, for current university leavers entering graduate jobs, the gap
• The typical lawyer of the future will today be growing up in a family that is
between more and less-privileged entrants has grown over the past five
better off than 83% of all UK families14
years. Comparatively fewer new graduates from less-privileged backgrounds
are entering the professions (Fig. 3)10.
Therefore, improving graduate outcomes for those from less-privileged
backgrounds has ‘a crucial role in determining whether Britain’s sluggish rates
of social mobility can be improved’15.
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 4 of 14Once at selective universities, undergraduates from However, equal academic performance is not matched
less-privileged backgrounds perform comparably with their by equal access to the professions with a gap of up to 15%...
more-privileged peers
Students from less-privileged backgrounds are more likely to be employed
Hoare and Johnston have shown that state-school-educated undergraduates six months after graduating when compared to their more-privileged peers.
at Bristol University perform better than their independently-educated peers in 74% of state-school-educated graduates were in employment of some form
all types of university examinations16. 88% of state-school-educated compared with only 67% of independantly educated graduates – a gap of 7%
graduates received a 2.1 or above, compared with 85% of those who were (Fig. 5)21.
independently-educated (Fig. 4)17.
Yet despite having higher rates of employment after graduation, students
When looking at firsts across the Russell and 1994 Groups, over 20% of state- from less-privileged backgrounds show a poorer rate of progression into
school-educated graduates achieve first-class degrees, in contrast to less graduate employment. Just 58% of state-school-educated graduates found
than 18% of independently-educated graduates18. professional employment, compared to 74% of independently-educated
graduates – a gap of 15%22. These findings are supported by Smith et al’s
Comparable academic achievement is also emphasised by Alan Milburn, who research that undergraduates ‘from poorer backgrounds have a lower
notes that ‘children from state schools are more likely to do well at probability of being employed in graduate occupations after graduation’
university than those from private schools with the same A-level results’19. when compared to their more-privileged peers23.
Fig. 4 The percentage of undergraduates achieving different degree Fig. 5 Employment outcomes for undergraduates six months after
classes at Bristol University categorised by school type20 graduation by school type 24
100% Students from less- ...yet are less likely to
17% 20% privileged backgrounds access professional
% of undergraduates by
degree classification*
80% are more likely to find employment.
80% employment after 80%
60% graduating...
% of graduates in all types of
% of employed graduates in
68% 68%
graduate employment*
40% 74%
7% gap** 74%
70% 70%
employment*
20%
15% gap**
15% 12% 67%
0%
Independent State 60% 60%
School type 58%
1sts
Degree class 2.1s * %s rounded 50% 50%
2.2s or below School type School type
Independent * %s rounded Independent
State ** Gap %s calculated on State
unrounded numbers
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 5 of 14...and those graduates from less-privileged backgrounds who The National Equality Panel has shown how this gap appears to widen as
do access the professions earn over £3,000 less annually careers progress; ‘three and a half years after graduation... despite their lower
degree classes... 33% of those who had gone to private schools earned over
£30,000, but only 14% of those who went to state schools’ earned the same
State-school-educated graduates who achieved a 2.1 or above receive on
or more (Fig. 7)29.
average a £2,590 per year lower starting salary than their independently-
educated peers (Fig. 6)25. This disparity increases to £3,018 per year amongst
those who achieve first-class degrees26. Therefore, even the most talented Therefore, the financial returns on higher education are not the same for
undergraduates from more and less-privileged backgrounds. Consequently, ‘as
graduates from less-privileged backgrounds do not receive equal starting
currently structured, a goal of a fair and equal educational system is unlikely
salaries. These findings are supported by the Bridge Group who state that
to be the only factor that can help to mediate and attenuate labour market
‘graduates from less-privileged backgrounds who successfully access the
professions ... tend to earn less than their more-privileged peers’27. inequalities’30.
Fig. 6 Average graduate employment starting salary by school type for Fig. 7 Graduate earnings three and a half years after graduation
graduates who achieved a 2.1 or above six months after graduation28 by school type31
Students from less- ...and this is more
Average starting salary for graduates who
Average starting salary for graduates with
privileged pronounced between 14%
backgrounds have the brightest students.
£25,000 lower graduate £25,000 33%
starting salaries
achieved a 2.1 or above
£24,829
£24,000 £24,000
a first class degree
£3,018 gap
£23,000 £23,000 67%
£23,149
£22,000 £2,590 gap £22,000 86%
£21,811
£21,000 £21,000
£20,000 £20,559 £20,000 State-school-educated Independently-educated
£19,000 £19,000
Graduates Earning Over £30,000
£18,000 £18,000 Graduates Earning Under £30,000
School type School type
Independent Independent
State State
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 6 of 14Employers value non-academic capabilities that
undergraduates from less-privileged backgrounds tend to lack and struggle to build
The Social Mobility Toolkit identifies that employers expect candidates to have ‘more than just technical skill or academic achievements’ when they recruit for their
graduate roles32. According to the Cabinet Office’s 2012 University Challenge report, ‘employers are looking for candidates who demonstrate communication,
teamwork and organisational skills’33. However, it is these non-academic capabilities that undergraduates from less-privileged backgrounds tend to lack and
struggle to build34. This goes someway to explaining why undergraduates from less-privileged backgrounds have poorer access to the professions.
These non-academic capabilities fall into four categories:
Knowledge Soft skills Networks Professional experience
Knowing about different options A CBI survey found that 82% of ‘An important differentiating factor Professional experience is
and how to achieve them is graduate recruiters rated soft [in career outcomes] is graduates’ important because it ensures that
essential for career success. skills (such as problem solving and access to professional networks. applicants are ‘work ready’ and
According to The Bridge Group, a teamwork) as the most important These provide access to... able to successfully secure a
lack of knowledge is a barrier that qualities in a potential employee38. privileged information, role professional graduate role44.
undergraduates from less- Soft skills were seen as more models and internship
privileged backgrounds often face important than degree subject or opportunities – that in turn Alan Milburn, the Government’s
when entering the professions35. even professional experience. promote access to competitive independent reviewer on social
professions’41. mobility, has argued that ‘having
Furthermore, the Government’s According to The Sutton Trust, soft work experience or an internship
report Opening Doors, Breaking skills are not just highly valued by Oxford University have shown that it on a CV is even more critical to
Barriers suggests that ‘not employers but ‘as more people get is these networks ‘that working- finding employment now than it
knowing how to achieve your degrees, these attributes are class students do not have’ and was even three years ago’45.
ambitions can be as damaging as becoming more important in struggle to build42. Moreover, undergraduates from
not having those ambitions at differentiating between who does less-privileged backgrounds
all’36. The connection between and does not get appointed’39. This is important because struggle to obtain relevant
knowledge and aspiration is ‘[evidence continues] to point in the professional experience46.
emphasised by Professions for Worryingly, Oxford University direction of connection rather
Good who argue that ‘while young research has shown that than ability being the key that This is significant because ‘over
people from deprived backgrounds undergraduates from less- unlocks a work experience one-third of this year’s graduate
do not generally lack aspirations, privileged backgrounds are more opportunity or an internship’43. vacancies will be filled by
there is a lack of understanding of likely to lack the soft skills applicants who have already
how to fulfill career goals’37. required for ‘managerial or worked for the employer as an
professional service jobs’40. undergraduate’47.
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 7 of 14There are calls for a collaborative approach to improving upReach’s collaborative approach can make
social mobility at university a significant contribution
A 2011 CBI survey showed that over 70% of employers ‘would like to see more By building a cross-sector coalition of universities and employers to run a
effective development of graduates’ employability skills’48. Alan Milburn, in professional development programme for undergraduates from less-
his 2012 University Challenge report, emphasises that universities also ‘have a privileged backgrounds, upReach answers these calls to improve access to
clear responsibility both to be aware of how they are preparing students for the professions.
the world of work, and to provide students with the tools they need to
succeed’49. This call reiterates Milburn’s report for the Panel on Fair Access The programme consists of mentoring, workshops, professional experience,
which recommended that ‘Government should develop new partnerships with and networking events, which develop the non-academic capabilities that
civic institutions, professional bodies, community organisations and individual undergraduates from less-privileged backgrounds tend to lack and struggle to
citizens to help deliver [better social mobility provision]’50. build. Run alongside undergraduates’ degrees on university campuses, it
empowers participants with the knowledge, networks, soft skills, and
This is nothing new – the Government’s 2005 Gateways to the Professions report professional experience critical to accessing the professions.
recommended greater collaboration between employers, universities, and
policy makers that would result in a more coherent social mobility policy51. Unleashing this unrealised potential will benefit not just undergraduates, but
also employers, universities, policy makers, and society.
Good work is already being undertaken by organisations that empower students
from less-privileged backgrounds to access university. However, we need to To find out more about upReach, please visit upReach.org.uk or get in touch.
ensure that interventions before 18 are followed through in later life52. Our contact details are:
Supporting this view is the All-Party Parliamentary Group on Social Mobility’s
statement that ‘later development of non-cognitive skills... can be very Henry Morris Deborah Joseph
productive... and have a significant impact on future earnings’53. Henry@upReach.org.uk Deborah@upReach.org.uk
0797 456 4274 0784 671 6669
upReach is ideally placed to continue supporting students from less-
Mark Harrison upReach
privileged backgrounds once at university and to further the employability
Mark@upReach.org.uk First Floor, New Zealand House
work already undertaken by universities by bringing together universities and 0775 710 7527 80 Haymarket, SW1Y 4TE
‘employers to open up opportunities’ further54.
upReach.org.uk @up_Reach
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 8 of 14References 8. Source: Cabinet Office, Social Mobility Indicators 15. Cabinet Office, University Challenge: How Higher
http://www.dpm.cabinetoffice.gov.uk/content/access- Education can Advance Social Mobility, (2012) p.1
professions (accessed 8th October 2012)
1. Cabinet Office, Fair Access to Professional Careers: A
16. A. Hoare & R. Johnston, Widening Participation
Progress Report by the Independent Reviewer on
Social Mobility and Child Poverty, (2012) p.1 9. NS-SEC (National Statistics Socio-Economic Through Admissions Policy - a British Case Study of
Classification) is a social classification based on School and University Performance, University of
occupational background and employment status. Bristol, (2010) p.12
2. Sutton Trust, Submission to the House of Commons
Children, Schools and Families Committee on Social Classifications range from Class 1 (higher managerial,
administrative, and professional occupations) to Class 17. A. Hoare & R. Johnston, Widening Participation
Mobility and Education and Access to the Professions,
8 (never worked and long-term unemployed). It is Through Admissions Policy - a British Case Study of
(2009) p.8
based on the occupational background of a student’s School and University Performance, University of
parents, step-parents, or guardians. Bristol, (2010) p.11
3. Collated from Cabinet Office, Fair Access to
Professional Careers (2012); Cabinet Office, Opening
10. Source: Cabinet Office, Social Mobility Indicators 18. HESA DLHE survey data analysis (see Appendix 1 for
Doors, Breaking Barriers: A Strategy for Social Mobility
http://www.dpm.cabinetoffice.gov.uk/content/higher- methodology). Difference in degree-class achievement
(2011); and Sutton Trust, Submission to the House of
Commons Children, Schools and Families Committee education-graduate-destinations (accessed 8th between state and independently-educated graduates
October 2012) (see Appendix 2, Table 1 for full data).
on Social Mobility and Education and Access to the
Professions, (2009)
11. Source: Cabinet Office, Social Mobility Indicators 19. Cabinet Office, University Challenge: How Higher
http://www.dpm.cabinetoffice.gov.uk/content/higher- Education can Advance Social Mobility, (2012) p.6
4. Collated from Cabinet Office, Fair Access to
education-graduate-destinations (accessed 8th
Professional Careers (2012); Cabinet Office, Opening
Doors, Breaking Barriers: A Strategy for Social Mobility October 2012) 20. A. Hoare & R. Johnston, Widening Participation
Through Admissions Policy - a British Case Study of
(2011); and Sutton Trust, Submission to the House of
12. SOC (Standard Occupational Classification) is a social School and University Performance, University of
Commons Children, Schools and Families Committee
on Social Mobility and Education and Access to the classification of occupations based on the skills Bristol, (2010) p.11
required and nature of the position. Classifications
Professions, (2009)
range from 1 to 9; the higher the number of the 21. HESA DLHE survey data analysis (see Appendix 1 for
5. Cabinet Office, Unleashing Aspiration: The Final classification group, the less-skilled the occupation. It methodology). General employment levels as a
is based on the occupational background of a percentage of those who responded to the DLHE
Report of the Panel on Fair Access to the Professions,
student’s parents, step-parents, or guardians. survey (see Appendix 2, Table 2 for full data).
(2009) p.20
13. Cabinet Office, Unleashing Aspiration: The Final 22. HESA DLHE survey data analysis (see Appendix 1 for
6. Cabinet Office, Unleashing Aspiration: The Final
Report of the Panel on Fair Access to the Professions, methodology). Graduate employment levels amongst
Report of the Panel on Fair Access to the Professions,
(2009) p.20 state and independently-educated graduates as a
(2009) p.18
percentage of those in general employment (see
7. Source: Cabinet Office, Social Mobility Indicators 14. Cabinet Office, Unleashing Aspiration: The Final Appendix 2, Table 3 for full data).
Report of the Panel on Fair Access to the Professions,
http://www.dpm.cabinetoffice.gov.uk/content/access-
(2009) p.20
professions (accessed 8th October 2012)
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 9 of 1423. J. Smith, A. McKnight & R. Naylor, Graduate 30. S. Machin, R. Murphy, Z. Soobedar, Differences in 40. T. Ogg, A. Zinders, A. Heath, Schooling Effects on
Employability: Policy and Performance in Higher Labour Market Gains from Higher Education Degree Performance: A Comparison of the Predictive
Education in the UK, (2000) p.41 Participation, (2009) p.14 Validity of Aptitude Testing and Secondary School
Grades at Oxford University, Oxford University, (2009)
24. HESA DLHE survey data analysis (see Appendix 1 for 31. J. Hills, M. Brewer, S. Jenkins, R. Lister, R. Lupton, S. p.785
methodology). Left-hand analysis: General Machin, C. Mills, T. Modood, T. Rees, S. Riddell, An
employment levels amongst state and independently- Anatomy of Economic Inequality in the UK – Report of 41. The Bridge Group, Response to White Paper on
educated graduates (see Appendix 2, Table 2 for full the National Equality Panel, (2010) p.364 Higher Education, (2011) p.5
data). Right-hand analysis: Graduate employment
levels amongst state and independently-educated 32. Professions for Good, Social Mobility Toolkit, (2012) 42. T. Ogg, A. Zinders, A. Heath, Schooling Effects on
graduates, as a percentage of those in general p.28 and Cabinet Office, Unleashing Aspiration: The Degree Performance: A Comparison of the Predictive
employment (see Appendix 2, Table 3 for full data). Final Report of the Panel on Fair Access to the Validity of Aptitude Testing and Secondary School
Professions, (2009) p.44 Grades at Oxford University, Oxford University, (2009)
25. HESA DLHE survey data analysis (see Appendix 1 for p.785
methodology). Salaries amongst state and 33. Cabinet Office, University Challenge: How Higher
independently-educated graduates for those in Education can Advance Social Mobility, (2012) p.68 43. Cabinet Office, Fair Access to Professional Careers,
‘graduate employment’ (see Appendix 2, Table 4 for (2012) p.23
full data). 34. Professions for Good, Social Mobility Toolkit, (2012)
p.28 and Cabinet Office, Unleashing Aspiration: The 44. Department for Education and Employment, Moving
26. HESA DLHE survey data analysis (see Appendix 1 for Final Report of the Panel on Fair Access to the On: Graduate Careers Three Years after Graduation,
methodology). Salaries amongst state and Professions, (2009) p.44 (1999) p.9
independently-educated graduates for those in
‘graduate employment’ (see Appendix 2, Table 4 for 35. The Bridge Group, Social Mobility, Higher Education 45. Cabinet Office, Fair Access to Professional Careers,
full data). and the Professions, (2010) p.7 (2012) p.5
27. The Bridge Group, Social Mobility through Higher 36. Cabinet Office, Opening Doors, Breaking Barriers: A 46. Cabinet Office, Opening Doors, Breaking Barriers; A
Education, Bridging the Gaps: Current Issues and Strategy for Social Mobility, (2011) p.51 Strategy for Social Mobility, (2011) p.40
Focus for 2011/12, (2011) p.17
37. Professions for Good, Social Mobility Toolkit, (2012) 47. Cabinet Office, Fair Access to Professional Careers,
28. HESA DLHE survey data analysis (see Appendix 1 for p.28 (2012) p.5
methodology). Salaries amongst state and
independently-educated graduates for those in 38. Confederation of British Industry, Building for Growth, 48. Confederation of British Industry, Building for Growth,
‘graduate employment’ (see Appendix 2, Table 4 for (2011) p.36 (2011) p.19
full data).
39. Sutton Trust, Submission to House of Commons, 49. Cabinet Office, University Challenge: How Higher
29. J. Hills, M. Brewer, S. Jenkins, R. Lister, R. Lupton, S. Children, Schools and Families Committee on Social Education can Advance Social Mobility, (2012) p.73
Machin, C. Mills, T. Modood, T. Rees, S. Riddell, An Mobility and Education and Access to the Professions,
Anatomy of Economic Inequality in the UK – Report of (2009) p.9
the National Equality Panel, (2010) p.364
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 10 of 1450. Cabinet Office, Unleashing Aspiration, The Final
Report of the Panel on Fair Access to the Professions,
(2009) p.141
51. Cabinet Office, Gateways to the Professions, (2005)
p.37
52. Cabinet Office, Opening Doors, Breaking Barriers: A
Strategy for Social Mobility, (2011) p.6
53. Cabinet Office, Seven Key Truths about Social Mobility:
The Interim Report of the All-Party Parliamentary
Group on Social Mobility, (2012) p.28
54. Cabinet Office, Opening Doors, Breaking Barriers: A
Strategy for Social Mobility, Update on progress since
April 2011, (2012) p.38
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 11 of 14Appendix 1: Definitions and methodology for analysing HESA Also on HESA’s recommendation, we excluded those whose degrees were
categorised as ‘unclassified’ (e.g. medicine, dentistry, vetinary science etc.) or
Destinations of Leavers from Higher Education survey data
‘classification not applicable’.
Introduction
Access to employment and access to graduate employment restrictions
This briefing contains analysis of data from the Higher Education Statistics
When measuring access to employment, those categorised as ‘not available for
Agency’s (HESA) Student Record Destination of Leavers from Higher Education
employment’ were excluded from the dataset. We then defined as in
(DLHE) survey, covering academic years 2008/09, 2009/10, and 2010/11.
‘employment’ those who were in:
The DLHE survey provides information on the activities of students after leaving
• Full-time paid work (including self-employed)
a Higher Education Institution. Data is collected through a survey carried out
• Part-time paid work
approximately six months after students’ graduation. The majority of entries are
• Voluntary/unpaid work
linked to the HESA Student Record, allowing analysis of destinations by
• Work and further study
students’ attributes such as social background and qualification obtained.
From this subset of the data, the percentage of respondents in ‘graduate
Social backgound
employment’ was calculated to demonstrate differing access to the professions.
Respondents’ social background was assessed by the type of school attended
Throughout this briefing, the term ‘professions’ is used to refer to graduate
prior to university. Responses were sorted into those from graduates who had
employment. The definition of graduate employment used is that of Elias and
attended independent schools and those who had attended state-funded
Purcell’s report ‘SOC (HE) A Classification for Occupations for Studying the
schools, sixth-forms, or FE colleges. Throughout this briefing, the term ‘students
Graduate Labour Market’ (2004) and is based on the Standard Occupational
from less-privileged backgrounds’ is used to refer to undergraduates who
Classification of those graduates in the DLHE survey.
previously attended state-funded schools.
Average graduate employment starting salary restrictions
Initial restrictions
When investigating the disparities in graduate salaries, the dataset was
On HESA’s recommendation, the data sample was restricted as follows:
restricted to those who were in salaried, full-time graduate employment.
• Full-time students
• First degree students
• Students below the age of 20 upon entry to university
• UK-domiciled students
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 12 of 14Appendix 2
Table 2
The following tables show the outcomes of our HESA data analysis to two
decimal places. Figures used in the briefing are highlighted.
Destinations of state-school-educated and independently-educated graduates
Table 1 ‘available for employment’ six months after leaving Higher Education (2008/09,
2009/10, and 2010/11)
State-school- Independently
Degree class achieved by state-school-educated and educated -educated Gap
independently-educated graduates (2008/09, 2009/10, and 2010/11) graduates graduates
Full-time paid work only (inc.
State-school- Independently- self-employed) or
Type of Degree Part-time paid work only or 73.68% 66.70% 6.98%
educated educated Gap
university classification Voluntary/unpaid work only or
graduates graduates
Work and further study
Firsts 20.08% 17.91% 2.71%
Further study only 16.03% 24.10% -8.07%
Russell 2.1 59.76% 63.54% -3.79%
and
1994
Group 2.2 17.79% 16.59% 1.20%
Assumed to be unemployed 9.30% 7.96% 1.34%
3rd/Pass 2.38% 1.96% 0.42%
Firsts 15.25% 16.30% -1.05%
2.1 53.65% 60.60% -6.95% Other 0.99% 1.25% -0.26%
All
2.2 26.98% 20.35% 6.63%
3rd/Pass 4.12% 2.74% 1.37%
upReach – Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue Page 13 of 14Table 3 Table 4
Average salary amongst state-school and independently-educated
Percentage of state-school-educated and independently-educated graduates graduates in full-time salaried ‘graduate employment’ six months after
in ‘graduate employment’ six months after leaving Higher Education leaving Higher Education (2008/09, 2009/10, and 2010/11)
(2008/09, 2009/10, and 2010/11)
Independently State-school-
Type of Degree
-educated educated Gap
Independently State-school- university classification
Type of Degree graduates graduates
-educated educated Gap
university classification
graduates graduates Firsts £25,625 £23,367 £2,258
Firsts 81.95% 76.13% 5.82% Russell
2.1 or
and 1994 £23,798 £21,823 £1,975
Russell above
2.1 or Group
and 1994 73.40% 65.00% 8.40%
above All £23,545 £21,617 £1,928
Group
All 76.18% 66.10% 10.09%
Firsts £24,829 £21,811 £3,018
Firsts 81.23% 73.46% 7.78% 2.1 or
All £23,149 £20,559 £2,590
above
All 2.1 or
72.19% 61.33% 10.86%
Universities above All £22,801 £20,291 £2,510
All 73.58% 58.37% 15.21%
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