The relationship between location, socioeconomic status (SES), and academic performance presents significant challenges for equity in education. A recent presentation by Laurence Lasselle from the University of St Andrews in the UK highlighted nuanced insights into these intersections, providing valuable context for educational policy and practice. Here, we summarise key points from the discussion, drawing parallels between the Scottish and Australian contexts.
Key Findings
1. Performance and SES Intersections
Laurence’s work demonstrates that schools with similar academic performance at the highest grade levels can have markedly different SES profiles.
2. Implications for Fair Access Policies
Laurence analysed her results in the context of the Fair Access policy in Scotland. This policy emphasises using the Scottish Index of Multiple Deprivation (SIMD) to identify the disadvantaged. Her findings suggest this metric alone can not well served disadvantaged learners from remote areas.
3. Parallels between Scotland and Australia
The challenges observed in Scotland to capture disadvantage, in particular rural disadvantage, resonate with ongoing equity initiatives in Australia, including those spearheaded by ACSES. Australian research, including that taken place at ACSES, :
- shows how pivotal metrics like SES and geographic disadvantage are in shaping university access, retention, and outcomes.
- highlights similar concerns about additive, cumulative, or multidimensional disadvantage, emphasising the need for nuanced, intersectional approaches.
Key Takeaways for Policy and Practice
– Nuanced Metrics Matter: Simplistic reliance on single indicators, like SIMD or SES, can obscure critical inequities. Disaggregating data by location, SES, and academic attainment provides a more accurate picture.
– Equity Beyond Access: Equity initiatives should extend beyond university entry to address retention, experience, and post-graduation outcomes.
– Targeted Outreach: Contextualised support, such as tailored outreach for specific schools, can bridge gaps for underrepresented learners.
Conclusion: A Global Perspective
As Laurence concluded, educational equity requires thoughtful, evidence-based policymaking. Scotland’s experience underscores the need for adaptive frameworks that consider the complex interplay of SES, geography, and performance. For Australia, adopting similar intersectional approaches could refine national equity targets and address systemic barriers.
ACSES continues to collaborate with researchers and policymakers to inform equity-focused interventions, ensuring disadvantaged learners have access to transformative educational opportunities.
