Attainment
• Research shows that GCSE attainment is the best indicator of progression to HE ( Harrison & Waller , 2016 , 2017 ; Trust , n . d .)
• Local Authority data suggests that Uni Connect learners are not achieving as highly as their non- Uni Connect peers
• SUN GCSE workshops have shown that Uni Connect learners ’ self-defined predicted grade is more likely to be a 3 in English and maths than their non-Uni Connect peers
• From the SUN ’ s baseline survey ( 2021-22 ), 59 % of Year 9s stated they knew little about how their qualifications and grades linked to progressing to higher education
• Evidence review completed by Causeway and CFEY to create the Attainment Raising toolkit identified several proven methods to raise attainment with these target groups
Positive Possible Selves
• Moving away from the deficit discourses of “ aspiration ” and focusing on expectations of aspiration ( Harrison and Waller , 2017 )
• Our baseline survey results show no difference in aspiration of progression between Uni Connect and non-Uni Connect , however ; their expectations of progression are less than their non-Uni Connect peers
• Uni Connect learner engagement in outreach is limited by wider responsibilities they have and the stress and anxiety of this and their future choices
Evaluation Principles and Approach
Evaluation Principles : The SUN adheres to the UK Evaluation Society ’ s Good Practice in Evaluation Guide ( Guidelines for Good Practice in Evaluation , n . d .) in all evaluation activity . In addition to this , the SUN evaluation plans have been given Ethics approval by the University of Southampton ensuring the overall approach , processes and methods are appropriate for the communities and individuals we work with .
The core theme throughout SUN evaluation is working towards evaluation being an engaged activity – something that happens with participants rather than to them . Stakeholder voice is a vital aspect of this , and SUN will continue to invest in emancipatory projects and evaluation methodologies for Phase 3 .
As a partnership SUN believe that ascertaining a causal relationship at a macro level of the project is not achievable . Progression to Higher Education is impacted upon via a wide range of aspects including contexts , circumstances , cultures and processes outside of the SUN ’ s control and funding remit .
Underpinning the SUN ’ s evaluation principles is the concept of the Rhizome ( Deleuze & Guattari , 1986 ). The partnership and success of the SUN Uni Connect is dependent upon connections across all stakeholders – learners , parents , carers , Local Authorities , Schools etc . If a connection is lost , the multiplicity is also lost . This concept also highlights the limitations of evaluating the impact of outreach interventions at a macro level , therefore for Phase 3 SUN will continue to focus on ensuring the robustness of micro-level changes .