University of Cambridge

Undergraduate

Study

Use of contextual data

The University of Cambridge seeks to admit students of the highest academic merit and potential. Every applicant is assessed individually and holistically, and Admissions Tutors and Directors of Studies reach their decisions through a combination of metrical analysis and professional academic judgment. When assessing applications we take into account achieved and predicted public examination results, UCAS reference and personal statement, information gathered from an online questionnaire, submitted work and aptitude test results (where appropriate), and – in most cases – assessment at interview.

From 2011-12 we are also using publicly available data to assemble a more complete picture of the educational and social circumstances that underpin both students’ applications and their performance in our assessments. Up to six types of contextual data are available:

  1. Low Participation Neighbourhood (LPN). This is based on POLAR2 data,1 and will be used to give an indication of whether an applicant comes from an area where very few people tend to progress to Higher Education.
  2. Socio-Economic background. Using ACORN data2 the University will identify those applicants whose social background is likely to fall into ACORN socio-economic groups 4 and 5: ‘Moderate Means’ and ‘Hard Pressed’.
  3. In Care. Whether an applicant has declared on their UCAS application that they have been in care at some point for a period of more than three months.
  4. GCSE performance. If the school at which an applicant sat his or her GCSEs has relatively poor average GCSE results.
  5. Entry to Oxford and Cambridge. An applicant comes from a school or college where there is no history of regular entry to Oxford or Cambridge.
  6. Extenuating Circumstances Form. If an applicant wishes to be considered under the Extenuating Circumstances Form.3 Admissions Tutors may also independently place an applicant in this category if they believe that it is appropriate.

Although some of this data was available to assessors in the past, it will now be systematically provided in the same format for every applicant where available and may result in applications being ‘flagged’. This additional information is intended to help us appreciate applicants more fully and to assess them more holistically. Applicants who have been ‘flagged’ will be paid particularly careful attention, though this does not mean that they will necessarily be called for interview, made an offer or made a lower offer. Academic achievement will remain at the heart of all admissions decisions.