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Comparing And Learning From English And American Higher Education Access And Completion Policies

Callender, C; Dougherty, K; (2021) Comparing And Learning From English And American Higher Education Access And Completion Policies. Policy Reviews in Higher Education 10.1080/23322969.2020.1737959. (In press).

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Abstract

England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. We focus on five key policy strands: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; and programmes to improve higher education retention and completion. At the end, we draw conclusions on what England and the US can learn from each other. The US would benefit from following England in using Access and Participation Plans to govern university outreach efforts, making more use of income-contingent loans, and expanding the range of information provided to prospective higher education students. Meanwhile, England would benefit from following the US in making greater use of grant aid to students, devoting more policy attention to educational decisions students are making in early secondary school, and expanding its use of contextualised admissions. While we focus on England and the US, we think that the policy recommendations we make carry wider applicability. Many other countries with somewhat similar educational structures, experiences, and challenges could learn useful lessons from the policy experiences of these two countries.

Type: Article
Title: Comparing And Learning From English And American Higher Education Access And Completion Policies
DOI: 10.1080/23322969.2020.1737959
Publisher version: https://www.tandfonline.com/doi/full/10.1080/23322...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Higher education, higher education policy, English higher education, US higher education, higher education access, higher education retention, higher education success, information and guidance, outreach from higher education institutions, student financial aid, affirmative action, contextualisation in higher education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10092385
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