News & blog

Improving access to higher education is only half the battle

by Dr Omar Khan

Like every year, this August on ‘A-level day’ there was an intense focus on who gets into university in Britain. In 2020 there were fewer positive stories than usual – particularly of students who achieve high results and are the first in their families to go to universities – and rather more focus on fairness of who got it in where.

Evidence on improving disadvantaged student outcomes in HE severely lacking

There is a severe lack of robust evidence on how to improve the retention and attainment of students from disadvantaged and underrepresented backgrounds in higher education, according to TASO’s new report out today.

Reform could make HE admissions fair for all

TASO welcomes the announcement made today by the University and Colleges Admissions Service (UCAS) about potential reforms to the higher education admissions process, making it fairer for all young people.

New report: social mobility differences across England

Social mobility in England varies significantly with large differences in earnings across the country for men from deprived backgrounds, compared to their more affluent peers – according to a new report.

Who gets squeezed out when places are restricted?

by Dr Omar Khan

Omar Khan argues that unless we dramatically expand university places as demand increases, “levelling up” will prove harder than ever.

A-level results: potential impact on disadvantaged students

Our Director Omar Khan on the release of today’s A-level results and the potential impact on disadvantaged students.

Access agenda remains vital as equality gaps persist

The most disadvantaged school pupils in England face increasing equality gaps in accessing higher education, according to new figures.

Multi-intervention outreach and mentoring evaluation partners announced

TASO is partnering with three higher education providers to develop effective approaches to evaluating multi-intervention outreach and mentoring programmes.

Calls for evidence: support for care-experienced young people and mature students

Does your work involve supporting care-experienced young people, or mature students in higher education?