University Admission

Lord Willetts Excerpts

Tuesday 8th March 2011 Westminster Hall

[The Minister for Universities and Science (Mr David Willetts)]

I am grateful to my hon. Friend the Member for Hertsmere (Mr Clappison) for securing the opportunity to debate this important issue. As he was so generous in what he said about me personally, let me reciprocate. I understand his personal commitment to what he rightly described as the principle of merit—meritocracy. I would argue that equality of opportunity, rather than equality of outcome, is a key principle that the Conservative party believes in and that is probably shared by all parties.

The question is about how we apply the principle of merit and ensure meritocracy. The argument that we in government have gone though is as follows. First, we would all accept that, when going to university, merit involves some assessment of potential, not just what has already been achieved academically. Let us put ourselves in the position of an admissions tutor at one of the universities that my hon. Friend mentions. Let us say that two 18-year-olds present themselves. One has had an incredibly tough upbringing and been to a rather mediocre school with low educational standards, the other has had every advantage in life and benefited from high-quality schooling, but they have the same A-level grades. We would probably all intuitively reach a judgment about who had the higher underlying intellectual merit.

[Dr Julian Lewis]

rose—

[Mr Baron]

rose—

[Mr Willetts]

We might go further and say that the student who had lower grades but who came from the tougher background might have higher potential than the other student. That is our starting point. I see that requests for interventions are already piling in. I will accept brief interventions.

[Dr Lewis]

My right hon. Friend is, as always, extremely kind. I say to him that as someone who was in that position—someone who came from a poor household—I was prepared to be judged on the marks that I got, even though people in competition with me went through, shall we say, more advantaged educational processes, because once we start monkeying around with the grades and saying that the person with the higher marks should not get the place, we are in very dangerous and subjective territory indeed.

[Mr Willetts]

I hope to show my hon. Friend that it is not subjective, but absolutely it has to be about merit. I am not aware of any major higher education system in the world that says that the sole criterion for getting in is the exam marks that a person has already achieved. I would be interested to know whether my hon. Friend even believes that our own universities have ever solely used exam marks already achieved, rather than considering merit by including some assessment of potential.

[Several hon. Members]

rose—

[Mr Willetts]

I see that a lot of Members want to intervene. There are nine minutes to go. I shall give way to the former Minister.

[Mr Lammy]

I just want to confirm what the Minister said. Entrance to university in this country has always been based on attainment and achievement, potential, and aptitude to perform. There is lots of academic evidence that children from poorer backgrounds who get to universities do better than those from independent schools.

--- Later in debate ---

[Mr Willetts]

I shall now give way to my hon. Friend.

[Mr Baron]

My right hon. Friend is being generous. Is that not the point? No one could disagree with equality of opportunity. We are trying to assess potential. However, it is not for the Government to assess potential; it is for the universities to assess potential. That is the key point, and something that I think the Minister is missing.

[Mr Willetts]

I agree that it is for universities to assess potential. Let me take hon. Members through the next stages of the argument. There is a disagreement of principle. I am surprised that people could imagine that our universities have ever simply gone on academic marks already achieved. My understanding of how they have always operated is that they have tried to assess potential, and an understanding of merit does indeed involve consideration of the aptitude for future academic accomplishment. The question is how that should be done. Historically it has happened, but it has been done on a discretionary basis. We all have a picture in our mind of the elderly Oxbridge don sucking at his pipe as the interview candidates come through and assessing who might be best able to benefit from such an education, making an assessment that goes beyond simply the marks that they have already achieved.

However, it is very hard to operate a system on the basis of the personal discretion of the don or academic in a world in which, first, we are dealing with mass higher education; secondly, it is very important that those judgments be transparent and not be capricious, because otherwise they could be on the basis of personal bias; and thirdly, those judgments should be legally defensible. That is why it is very important that we have objective evidence.

Let me now turn to the legitimate challenge from my hon. Friend the Member for Hertsmere: do we have any evidence? I shall cite two papers that try to get to the heart of the issue by assessing the relative chances of people getting a good degree when they go to university. There have been two recent studies, and experts will be able to assess their rigour. There has been a study of Oxford and a separate study in Bristol. Both examined the likelihood of getting a good degree, measured as a 2:1 or a first. We could apply what I would regard as a defensible, meritocratic criterion: we will accept students on the basis that they will have an equal chance of getting a 2:1 or a first. The studies found that students who came from schools where there had been particularly high academic standards got higher A-level grades relative to their chances of getting a 2:1 or a first than prospective students from other backgrounds.

I therefore hope that my hon. Friend the Member for New Forest East (Dr Lewis) will accept that, if we are to apply the principle of merit, one reasonable way of doing so would be to accept students on the basis that we are considering potential, based on an equal chance of getting a 2:1 or a first. Otherwise we would not be applying the principle of merit. We would be selecting students because they had good A-levels, rather than on the basis of their academic merit.

[Mr Clappison]

My right hon. Friend was kind enough to supply me with a copy of a speech that he had already made in which he referred to that evidence. He drew certain conclusions from it, which he has just referred to. The three authors of the report were called Ogg, Zimdars and Heath. Has my right hon. Friend read the whole report?

[Mr Willetts]

I confess—it may be a rather sad confession—that I have read the whole paper. Of course, there will be continuing dispute about its content, but I have read it. The question is, having gone this far—

[Mr Clappison]

rose—

[Mr Willetts]

I will give way, but we have only four minutes left and I want to respond to another challenge; I am getting behind on the challenges.

[Mr Clappison]

How does my right hon. Friend square what he has said with the conclusion of the report, to which he did not choose to refer? The authors of the report said that there was a slight difference between state and independent schools and it ought to be taken into account. However, it already was taken into account by academics in the admissions process. The report says that

“according to earlier research using the OAS data set, the selectors at Oxford in fact appear to already discount the GCSE grades of private school students…One might therefore be tempted to suggest that the selectors at Oxford have done their job of getting the best students to Oxford fairly well.”

The authors go on to say that there is no evidence of under-performance by private school students.

[Mr Willetts]

The crucial thing is that what universities have said they expect of us, quite reasonably, is a framework for their decisions that is—I shall quote our letter to OFFA—“fair, transparent and evidence-based”. Let me turn, in the few minutes left, to the crucial issue about universities. I value the autonomy of universities. We are not telling universities whom to select. We operate within a legal framework that goes back to the Further and Higher Education Act 1992, which makes it absolutely clear that it is not for Ministers and the Government to determine the admission of students. What we are trying to do is, quite simply, ask universities to choose and set out for themselves the criteria that they will use to ensure that we are not wasting talent in this country because there are children whose underlying abilities are being hidden by bad education.

Of course we hope that in the long run our school reforms will mean that that problem disappears, but as a Conservative I have to deal with the world as it is, and teaching standards in secondary schools diverge. I hope that when teaching standards in all secondary schools are the same, these types of exercise will not be necessary, but while teaching standards in secondary schools diverge, the assessment of potential cannot be based simply on the points that someone has achieved in their A-levels or elsewhere. Universities have to be able to exercise that judgment. They ask, quite rightly, for a framework from us, and we make demands of them. We agree that the criteria should be fair, transparent and evidence based. There will not be quotas. There will not be a specific requirement on a university to select people on a specific basis.

However, universities will have to show what they are doing to broaden access so that children from the most disadvantaged backgrounds, who are clearly under-performing when it comes to getting to our most selective universities, have a fair opportunity to go there. Otherwise, we will not be delivering meritocracy. We will be rewarding the people with the best A-level grades; we will not be choosing the best and brightest to go to our research-intensive universities. That is morally wrong; it is not the principle of meritocracy and it is economically wasteful.

We can no longer rely on the old discretionary procedures, because they would be too capricious and they would be subject, rightly, to legal challenge. We have to have mechanisms, put forward by universities, that are fair, transparent and evidence based. Universities tell us that they understand that and welcome the fact that we are providing guidance and that they will not have to impose quotas. They will ultimately be deciding, on a case-by-case basis, on the merits of the individual person. However, that judgment must be based on assessment of potential, and assessment of potential can no longer be done on the basis of personal whim and discretion. They have to have something that is defensible to all of us as fair, transparent and evidence based. That is what our letter to OFFA is about. I believe that it passes the tests that my hon. Friend the Member for Hertsmere has set out. It is consistent with the principle of merit; indeed, it is necessary to deliver the principle of merit. It does not intervene in the individual admissions decisions of universities and it is evidence based.

I look forward to continuing these exchanges with my hon. Friend, because I fully understand his passionate commitment to equality of opportunity. That is a principle in which all in our party believe.