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University admissions during a pandemic

Author

Listed:
  • Ilie, S.
  • Maragkou, K.
Abstract
The global education system experienced unprecedented disruption during the Covid- 19 pandemic. This paper investigates the impact of the exam cancellation in England, and the subsequent shift to teacher-assigned grades, on university application outcomes submitted prior to the outbreak. Using a newly linked administrative dataset covering four cohorts of university applicants, with both teacher-assigned and exam-based grades across multiple A-level subjects, we identify significant grade inflation relative to anticipated exam results. Our findings indicate that students from schools with higher levels of grade inflation were more likely to gain admission to first-choice or selective universities, and had a lower likelihood of remaining unplaced. Notably, private school students disproportionately benefited from higher levels of grade inflation. However, within state schools, disadvantaged students also experienced some of the largest relative gains. These results raise important questions about the long-term consequences of the pandemic-induced modification in assessment for educational equity and social mobility.

Suggested Citation

  • Ilie, S. & Maragkou, K., 2024. "University admissions during a pandemic," Cambridge Working Papers in Economics 2458, Faculty of Economics, University of Cambridge.
    • Handle: RePEc:cam:camdae:2458
    Note: km844
    as

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    File URL: https://www.econ.cam.ac.uk/research-files/repec/cam/pdf/cwpe2458.pdf
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    References listed on IDEAS

    as
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    More about this item

    Keywords

    Subjective assessments; university admissions; Covid-19 pandemic; grade inflation;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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