University admissions during a pandemic.
The Covid-19 pandemic caused unprecedented disruption to education systems worldwide, prompting major changes to assessment practices. This article examines the consequences of England's 2020 exam cancellation and the shift to teacher-assessed grades for university application outcomes that had been...
| Publicado en: | Oxford Economic Papers Vol. 78; no. 3; pp. 935 - 958 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=196419360&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 196419360 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00307653 OXE jtl: Oxford Economic Papers issn: 00307653 maglogo: N pubinfo: dt: Jul2026 vid: 78 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 196419360 10.1093/oep/gpag018 ppf: 935 ppct: 23 formats: tig: atl: University admissions during a pandemic. aug: au: Ilie, Sonia Maragkou, Konstantina affil: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom su: England University & college admission Grading of students Education policy Educational equalization COVID-19 Pandemics sug: subj: University & college admission Grading of students Education policy Educational equalization England Other provincial and territorial public administration Other local, municipal and regional public administration Administration of Education Programs Colleges, Universities, and Professional Schools COVID-19 Pandemics keyword: copyrightHolder:Oxford University Press copyrightYear:2026 Covid-19 grade inflation I23 I24 I28 inLanguage:en publisher:Oxford University Press sameAs:https://dx.doi.org/10.1093/oep/gpag018 subjective assessments university admissions copyrightHolder:Oxford University Press copyrightYear:2026 Covid-19 grade inflation I23 I24 I28 inLanguage:en publisher:Oxford University Press sameAs:https://dx.doi.org/10.1093/oep/gpag018 subjective assessments university admissions ab: The Covid-19 pandemic caused unprecedented disruption to education systems worldwide, prompting major changes to assessment practices. This article examines the consequences of England's 2020 exam cancellation and the shift to teacher-assessed grades for university application outcomes that had been submitted before the pandemic. Using newly linked administrative data for four student cohorts and a double-differences design, we estimate that teacher-assessed grades were 0.19–0.41 points higher than expected under standard examinations, indicating substantial grade inflation. Private school students benefited most, though disadvantaged students within state schools also gained relative to peers. Students from schools with larger assessment modifications were more likely to be admitted to their first-choice course, to enrol in more selective universities, and were less likely to remain unplaced. These findings highlight how emergency changes to assessment can reshape university access and educational inequality, offering broader insights into the role of grading practices in periods of systemic disruption. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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