The impact of schools on young people's transition to university

Figure 9 Components <strong>of</strong> total TER effect by cluster
Figure 10 shows results for the university enrolment outcome. As before, the binary nature <strong>of</strong> the
university enrolment variable complicates the interpretation <strong>of</strong> results. For statistical reasons, the
<strong>impact</strong> <strong>of</strong> the different school and student factors on university enrolment is expressed on a logistic
scale on the X-axis <strong>of</strong> the two graphs. It is not possible to convert the <strong>impact</strong> <strong>of</strong> the individual
components from a logistic to a probability scale, and so figure 10 needs to be interpreted visually. 28
As with TER, <strong>schools</strong> generally have a positive <strong>impact</strong> on university enrolment in high-performing
<strong>schools</strong>, with an increasingly negative <strong>impact</strong> as school performance diminishes. Overall, however,
figure 10 demonstrates that young people’s individual characteristics play a much stronger role in
relation to university enrolment than the characteristics <strong>of</strong> their <strong>schools</strong>, regardless <strong>of</strong> the
performance cluster.
28 Additional information on the logistic scale is provided in appendix G.
34 <strong>The</strong> <strong>impact</strong> <strong>of</strong> <strong>schools</strong> on young people’s transition to university