Basket of contextual data and information available for HE providers via UCAS
Updated: November 2013
Initial set of contextual data items provided via UCAS
UCAS carried out a successful feasibility study in 2010 with a number of universities using
contextual data at that time, as to the collection and provision of a dataset via UCAS to universities
and colleges. They identified the requirements in a basket of data, which all agreed would need to
be available across all four UK administrations. These data that are made available via UCAS were
agreed through consultation with SPA and the institutions that used this type of information, together
with agreement from all the administrations of the UK. It is from publicly held datasets and available
to HEI’s who sign up with UCAS to use it.
Although there may be limitations on some of the data and the list below does not cover all the data
items that institutions wanted (which is given at the end of this paper), this is still a step forward on
contextual data provision, with useful outcomes for HEIs.
In addition to the data below, UCAS are working towards providing Communities First data in
Wales.
Data in bold red is new for 2014. UCAS has also provided institutions with historical data back to
2008.
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Basket of contextual data, available via UCAS 2014 entry
Educational Background
Socio-Economic Background
School performance average of students achieving  Percentage of students entitled to free
5 A*-C GCSE including English or Welsh and
school meals (for Scotland % registered)
mathematics or equivalent in England, Wales and
by School (historical data only by Local
Northern Ireland
Authority)
Scottish Standard grade/SCQF level 4 or
equivalent in Scotland
School performance average QCDA point score*
 Percentage of students entitled to EMA
for best 8 GCSEs in England, and Wales
by school (not England and UCAS
informed 16-19 bursary information not
Scottish Standard grade/SCQF 4 equivalent in
available by school in England)
Scotland
School performance average QCDA point score*
 Lives in a low progression to higher
per A level entry (or equivalent) in England, and
education neighbourhood (POLAR 2
and POLAR 3) – linked to applicants
Wales
postcode
UCAS tariff point score per Scottish Highers entry
in Scotland
 Scottish Index of Multiple Deprivation
School performance average QCDA point score*
per A level student (or equivalent) in England, and
(SFC version)
Wales
Average UCAS Tariff points for Scottish Highers
per student in Scotland
*QCDA points = Since 2006, all approved level 3 qualifications have been reported in the DfE
school performance tables using the former Qualification and Curriculum Development Agency
(QCDA) point scoring system. The average point score per student is calculated as the sum of
1 of 4
the QCDA points awarded to each 16 to 18 year old student, divided by the total number of 16 to 18
year old students at the end of study towards general and applied A/AS or equivalent level 3
qualifications.
For example:
If a student achieves 2 A levels at grade B, an A level at grade C and an AS pass at grade D, they
would score 780 points (240 + 240 + 210 + 90).
Extract of some qualifications grades and QCDA points scores:
A*
300
-
DDD
BTEC
National
Diploma
810
A
270
135
DDM
757.5
B
240
120
DMM
705
C
210
105
MMM
652.5
DE
180
90
MMP
600
E
150
75
MPP
547.5
PPP
495
Grades
A levels
AS levels
Grades
The contextual data that are available via UCAS are matched to the applicant’s data so if the
applicant was or had been at more than one school or college the HEI would get data matched for
all the secondary or post-16 schools and/or colleges attended, where the data were available. The
data are provided free to UCAS member institutions. The whole dataset can also be made available
as part of a generic dataset of school/college information that UCAS institutions can download from
UCAS.
These contextual data are an initial set of data that SPA, UCAS and the HEIs want to see extended.
Self-declared data through UCAS Apply
For many years most universities and colleges have used contextual data and information that is
self-declared by the applicant and/or referee. For full-time undergraduate courses this information
can be included in the UCAS application and concerns the applicant as an individual, such as
disability, illness, in care/looked after, main carer for another/others, disrupted schooling, being part
of a compact or progression agreement scheme etc.
In addition institutions also may use contextual information such as interviews, auditions, portfolio
review, admissions tests, assessment of skills and competencies and other relevant information.
*Please see the SPA website for good practice advice on Admissions tests and Interviews
1. Contextual data that are self-declared by applicants that HEIs receive WITH the application data
from UCAS:
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Disability, special needs (including dyslexia or another specific learning difficulty) or a
medical condition
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Whether or not any of the applicant’s parents, step-parents or guardians have themselves
undertaken a course at higher education level
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Whether or not the applicant has any time spent in local authority care. This includes public
care and if they lived in one or more of foster care, semi-independent living or residential
care homes (codes C-E are 3 months or more in care)
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Activities in preparation for higher education (UK applicants only) that is widening
participation or aspiration-raising activities that are non-examination based activities e.g.
summer schools, Saturday university, campus days, summer academies, taster courses,
subject enhancement and booster courses. These activities don't include attendance at open
days. Applicants are encouraged to give more details in their personal statement.
2. Contextual data that are self-declared by UK applicants that HEIs receive from UCAS AFTER the
institution has made a decision on the application. These data are provided after the applicant
has applied and has received and accepted an unconditional offer and again as part of the UCAS
Star J transaction at the end of the admissions cycle; they can be used for monitoring and
evaluation.
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Ethnic origin of applicants who live in the UK
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Occupational background – this information is mandatory for UK applicants. This information
is converted by UCAS into occupational classifications, based on those used by the Office
for National Statistics, and used to produce statistics on higher education. Those under 21,
give the job title/most recent job title of the highest wage-earner in their household. Those
aged 21 or over, give their own job title/most recent job title. The answer to this question will
not affect how their application is considered by their chosen institutions. A number of
applicants prefer not to give this information: they enter ‘I prefer not to say’.
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National identity - Reflects how applicants choose to classify themselves. It is different from
ethnicity and nationality and can be based on many things, like culture, language or
ancestry/family history. If applicants prefer not to provide this information, they can select 'I
prefer not to say' from the list of options.
Points to note: UCAS currently does not provide:
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Progression to Higher Education data for Scotland.
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Progression from Year 11 to Further Education data; as none of the UK education
departments can provide these, they are not being included at this stage.
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Socio-economic class IIM-VII is currently derived by from self declared occupational
background information collected by UCAS in UCAS Apply, and about 20-30% do not
declare the data. Currently these data are not provided to HEIs at the time of application, but
only received after the institution has made a decision on the application and again after the
end of the application cycle as part of the UCAS *J data transfer transaction in the Autumn.
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In care for greater than 6 months; however the data on in care for 3 months and over are
collected by UCAS through self declared data in UCAS Apply.
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Any indices of multiple deprivation or local area measures that are used in different parts
of the UK, other than the Scottish Index of Multiple Deprivation (SIMD).
The common basket of data originally requested by HEIs in 2010
Discussion between a number of universities, SPA and UCAS in 2010 identified a basket of data,
which all agreed would need to be available across England, Wales, Scotland and Northern Ireland.
This original basket of data is given below. UCAS's work with the administrations around the UK to
date (2013) has enabled the data above to be agreed for the 2014 cycle; work will continue by SPA
and UCAS to establish whether more data can be made available.
Although the points below refer to information on GCSEs and A Levels, of course information will
also need to be obtained on other qualifications e.g. IB, National and Higher qualifications in
Scotland, Welsh Baccalaureate, BTEC and other national qualifications, Advanced Diplomas and
other appropriate qualifications.
Educational Background
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Progression rates to higher education (percentage determined by cohort size) from
school/college (Scotland only)
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School performance - Average (mean) school GCSE performance for 5 A*–C GCSEs
(including English/Welsh and Mathematics)*
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Average (mean) school 'best eight' GCSE performance
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Progression from Year 11 to further education (not available)
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Average (mean) of QCDA points per qualification (per entry and per student)*
* Require national average (only provided in England by DfE)
Socio-Economic Background
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In receipt of (or entitled to) free school meal (school rates and individual)
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In receipt of (or entitled to) an Educational Maintenance Allowance (including levels) – not
available in England after 2011
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Lives in a low progression to higher education neighbourhood (POLAR2 and/or POLAR3)
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Socio-economic class IIIM-VII (not available)
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Has been in care for greater than six months (available via UCAS application data for greater
than 3 months)
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