Understanding awarding gaps for disabled and black LHCS

Understanding awarding gaps for disabled and black LHCS students at Level 1 Carol Midgley, Jane Loughlin (and the wider LHCS access and participation group) What we will do How we will do it • S 111, S 112, SDK 100 have persistent awarding gaps, but the underlying patterns are different • We will compare demographic, deferral and assessment score data from OU systems for individual PIs in groups of disabled and black (and possibly other BAME) students and complete regression analysis to identify strong correlations. S 111 is mainly a pass rate gap for black students SDK 100 is mainly a retention gap for black students S 112 is a combination of both for black students Disabled students mainly have a retention gap, particularly mental health and multiple disability. • To better understand the vulnerable student profiles and pinch points during study we will compare retention, engagement and achievement data from completed presentations with relevant student demographics (study intensity, PEQ, SES, employment etc). SDK 100 white black no disability physical mental health multiple S 111 S 112 25 FLP complete pass 85. 8% 73. 8% 84. 8% 73. 9% 89. 2% 65. 0% 45. 2% 66. 4% 67. 4% 54. 6% 60. 0% 63. 0% 42. 2% 64. 0% 61. 7% 52. 8% 58. 7% 89. 9% 75. 6% 90. 5% 88. 2% 81. 9% 88. 9% 65. 3% 69. 8% 62. 7% 52. 5% 56. 6% 64. 4% 56. 6% 68. 2% 60. 7% 50. 1% 54. 4% 91. 2% 76. 2% 91. 6% 90. 5% 85. 9% 88. 2% 68. 4% 53. 7% 70. 1% 62. 5% 59. 6% 57. 9% 67. 0% 45. 7% 68. 5% 60. 0% 58. 6% 56. 5% • We will also survey OU Analyse data on retention and VLE engagement for individual PIs (with guidance from the OUA team) What we expect to achieve • A profile for the most at risk students on these modules and the best timing for proactive individual interventions to improve retention and completion • This would enable better targeting of scarce resources (SST learning advisers, module tutors). • We will follow up this project with work to try and obtain qualitative data by survey or interview with the vulnerable groups we identify to further explore effective ways of intervening.