Navigating the access sphere with a startup approach
Project Access’ interventions are based on two core principles:
First, everything we do must leverage the technology of tomorrow. In this way we maintain the scalability and cost-efficiency we pride ourselves on. This also means that our tools are designed for students who have been raised with technology in all areas of their lives. It is user-friendly, effective and intuitive.
Second, everything we do must be based on the most recent research in the access sphere. We want to design interventions that work. This is why we have teamed up with leading researchers in the access sphere. On top of this, our dedicated Research Team is constantly evaluating both the design and the impact of our interventions.
The problem in a nutshell
3,000 missing applicants each year
The Sutton Trust estimates that there are 3,000 ‘missing’ students from state schools who have the grades to get into the UK’s top ten universities, but who don’t go. When narrowing down to look at students from the most disadvantaged quintile, HESA finds the number is 1,880 students per year.
The state-school grade-"penalty"
Low-income students tend to have lower acceptance rates than high or middle-income students. A government report from the U.K. in 2011 points to research that shows that there is something like a state school ‘penalty’ in the admissions process equivalent to one A-level grade. They write that ‘on average a state school student who applies to a Russell Group university would need to achieve one grade higher in their A-levels (e.g. AAB rather than ABB) to be as likely to be admitted to a Russell Group institution as an otherwise identical privately educated student.’
Missing support after acceptance
At Russell Group Universities in the U.K., students from low-income communities were 50% more likely to drop out than their peers at from high-income communities in 2010.
How the inequalities in our education system affects progression to top universities
Academic Advisory Board
Our approach to research
We continuously assess and evaluate our interventions based on the newest academic research, our own data analysis and the feedback we receive from the thousands of students that have engaged with our interventions.
Our Research Team is comprised of dedicated students at leading universities with educational backgrounds in Education Studies, Statistics, and Economics and are ranging from BSc to PhD students.
Researcher, Pola Orlowska
If you're interested in hearing more about our research or maybe even join team, feel free to reach out to one of our Research Team members, Pola!