Report

Evidence review on university contextual admissions

This report from UK think tank the Sutton Trust considers approaches, prevalence, current debates and evaluations surrounding contextual admissions in the UK.

Contextual admissions refers to universities considering a student’s individual circumstances and background to understand their potential for higher education. It acknowledges systemic barriers, such as time in care or attending under-resourced schools, that may depress attainment without reflecting true potential. Contextual admissions is one tool among a range approaches taken across the sector, including by high, medium and low tariff institutions, to widen access.

The argument for contextual admission, is that identifying ‘potential to succeed’ can require more than the ‘highest-ranked exam results’ and that public confidence depends on fairness and transparency. Universities UK’s recent contextual admissions commentary similarly frames contextual admissions as considering structural barriers so that admissions decisions can be based on potential rather than barriers outside applicants’ control.

This high-level overview of literature considers approaches, prevalence, current debates and evaluations surrounding contextual admissions in the UK. This adds to emerging evidence outside of the UK on contextual admissions practices (also called holistic admissions) in other countries, including Australia, France, the US, Chile and South Korea.

This report is presented as supporting evidence contributing to the contextual admissions project jointly led by Universities UK, UCAS, and The Sutton Trust.