This paper evaluates a UK-wide policy aimed at increasing higher education participation among underrepresented groups through outreach programs and targeted initiatives for secondary school students. Using data from Understanding Society, the UK’s largest household longitudinal study, linked with the National Pupil Database and other novel sources, we analyze the policy’s effectiveness. Employing two distinct estimation strategies, a regression discontinuity design and a difference-in-difference approach, we assess its impact on higher education attainment. Beyond academic outcomes, we also examine its influence on students’ socio-emotional skills, aspirations, expectations, and early career trajectories. Our findings suggest that while outreach activities may have enhanced students’ self-esteem, they did not raise aspirations, improve educational attainment, or positively affect labor market outcomes.

Co-authors

Dr Sonkurt Sen, University of Bonn;

Dr Enrico Vanino, University of Sheffield