We consider who would be affected by each of the proposed MERs, and then assess whether the introduction of a minimum eligibility requirement is likely to achieve the government’s stated aim of ensuring that ‘students undertaking degree study have attained the baseline skills required to engage with and benefit from the course’.
In this briefing note, we examine the ethnic diversity of academic economists who provide much of the research that ultimately feeds into policymaking. We use data from the Higher Education Statistics Agency (HESA) to look at which groups are more or less well represented as academic economic researchers.
The COVID-19 crisis has brought to the fore increasing concerns about inequalities not only between different population groups – such as the gap between the rich and poor, young and old, and different ethnic groups – but also between people living in different places. Even prior to the crisis though, there was a sense that the UK is not only a highly geographically unequal country, but also an increasingly geographically unequal one.
This paper examines the pre-existing and new inequalities between ethnic groups in England and Wales exposed by the economic and public health crisis created by the COVID-19 pandemic. We draw on current mortality and case data, alongside pre-crisis labour force data, to investigate the relative vulnerability of different ethnic groups to adverse health and economic impacts.
We add to the debate by examining the robustness of racial/ethnic sentencing gaps, by gender, when allowing for selection on unobservables. We do so in the context of federal criminal cases, considering 250,000 cases, and using a dataset containing a rich set of covariates relating to defendant and legal characteristics of cases.
All ethnic minority groups in England are now, on average, more likely to go to university than their White British peers. This is the case even amongst groups who were previously under-represented in higher education, such as those of Black Caribbean ethnic origin, a relatively recent change. These differences also vary by socio-economic background, and in some cases are very large indeed. For example, Chinese pupils in the lowest socio-economic quintile group are, on average, more than 10 percentage points more likely to go to university than White British pupils in the highest socio-economic quintile group. By contrast, White British pupils in the lowest socio-economic quintile group have participation rates that are more than 10 percentage points lower than those observed for any other ethnic group. These are amongst the findings of research undertaken by IFS researchers, funded by the Departments of Education and Business, Innovation and Skills (BIS), and published by BIS.
This report uses linked individual-level administrative data from schools in England and universities in the UK to document the relationships between socio-economic status, ethnicity and HE participation, and explore what drives these relationships.