Students with A-level grades as low as three Es are being enrolled at universities to hit Government diversity targets, data reveals.
Figures from admissions body UCAS show many respected universities, including the University of East Anglia, Oxford Brookes and Kent University, are accepting severely underperforming students in a bid to fulfil equality, diversity and inclusion (EDI) targets.
The practice has become widespread across the sector after the Government-sponsored Office for Students (OfS) regulator urged universities to be more ‘ambitious’ in ‘reducing inequality’.
The watchdog, which has the power to impose fines, warned them they must narrow the so-called ‘access gap’ between students by this year.
The data – revealed on the UCAS website, which lists all courses available in Clearing and their entry requirements – comes days before pupils receive their A-level exam results on Thursday.
It means anyone picking up disappointing results is still likely to be snapped up in Clearing, the process which matches unplaced students with unfilled courses.
Data showed students with DDE grades being accepted to study economics at Oxford Brookes, which usually asks for ABB.
Kent University has admitted CDD students onto its maths degree, while it officially asks for grades of ABB. And the University of East Anglia has admitted students with CCD on to its American studies course, officially requiring ABB.
Meanwhile, those with three D grades have done nursing at the University of South Wales, where standard requirements are BBB.
Typically, universities let in students with lower grades – making a ‘contextual offer’ – if they reveal on their UCAS form that they suffered disadvantage. A handful also take into account race or gender.
In addition, some consider UCAS’ listing of poor white males as a disadvantaged group, while the University of South Wales’ nursing course takes into account whether students come from an ethnic minority group.
These contextual admissions are now being used by a quarter of all British universities, according to Sutton Trust research.
In another example, Bournemouth University admitted students with EEE grades onto its computer science course, which ordinarily demands BCC. The university said they came in via an additional ‘foundation year’, which has much lower entry requirements.
Latest Government figures show the number of universities offering foundation years rose from 52 in 2011/12 to 105 in 2021/22, with entrants soaring from just 8,470 to 69,325 over that period.
Officials claim foundation years are a ‘valuable pathway to higher education, particularly for students from under-represented backgrounds’.
But critics questioned whether those achieving low grades would be able to cope with course content.
Chris McGovern, of the Campaign for Real Education, told The Mail on Sunday: ‘Universities are betraying young people by encouraging them to sign up for courses for which they are not qualified.
‘It will mean degree courses will have to be dumbed down. This will do long-term damage to the quality of our public services, the professions and to the economy.’
Mr McGovern added that ‘the majority of school leavers and, indeed, the country are far better served by vocational training’.
The trend developed after universities were ordered to inform the OfS every year on what progress they are making towards EDI targets.
In addition, it can be financially beneficial for universities to be less selective as it means they do not need to run loss-making, half-full courses.
The OfS said: ‘Our aim is that anyone with the ability and desire to pursue higher education can access the life-changing benefits it can bring.
‘Individual admissions decisions are for each institution to make, and universities and colleges often change their offers – for example, after interviewing students.
‘It’s important that all students recruited onto high quality courses are well supported while standards are rigorously maintained.’
A Department for Education spokesman said: ‘While universities are independent from government and responsible for their own admissions decisions, it is essential that quality is maintained and that the students they admit are likely to succeed.
‘Students deserve high-quality teaching, fair admissions and a clear path to good jobs, whether through a degree or technical route.
‘Apprenticeship starts, participation and achievements are all on the rise, helping more people gain the skills they need.’
When contacted, Bournemouth, South Wales and East Anglia universities confirmed they use contextual admissions for disadvantaged students but said they maintain high academic standards.
The other universities mentioned declined to comment.
