Students from disadvantaged backgrounds are almost twice as likely not to make it past their first year of college, new research has found.
The figures were released in a new report by the Higher Education Authority (HEA), which looked at student entry into higher education and their subsequent progression rates in the academic year 2014/15.
The research showed that students from DEIS schools had a non-progression rate of 19 per cent, making them nearly twice as likely not to progress than students from fee-paying schools. Students from standard schools had a non-progression rate of 14 per cent.
Non-progression rates include students who drop out, repeat, change course and defer.
One of the other key concerns raised in the report was the low progression rates of male students in certain sectors, particularly in computing and construction.
Factors such as gender, Leaving Certificate points, and course level (six, seven, or eight) were strong indicators of how likely a student was to progress.
Female students were more likely to progress than male students, as were students taking level eight courses compared to those enrolled in level six and level seven courses. Students with higher Leaving Certificate points were also more likely to make it to their second year.
Of all students, females who received high points and were studying education or healthcare at a university or college were the most likely to progress.
On the other hand, the typical profile of a student most likely not to progress was a male studying at computer science, construction, or engineering level six and level seven courses at an institute of technology.
Of all profession-oriented courses, medicine had the lowest rate of non-progression, at just two per cent, while architecture had the highest at 20 per cent.
Nearly three per cent of all new entrants in 2014/15 were classified as repeats in the following academic year, with the institute of technology sector having the highest proportion of repeat students.
Each year, more students enter higher education in Ireland, with over 41,441 new entrants tracked in the report. Progression rates in higher education overall were high, with 86 per cent of undergraduates progressing to second year. Students who have progressed to their second year are more likely to complete their programme. This makes the first year the most critical.
The issue of drop-out rates has received increased attention in recent years, with many questioning why so many students fail to progress, and whether so many students should be attending third-level education at all.
The report points out that non-progression is not always a bad sign. Sometimes it is necessary for students to change courses to something more suitable for them or to pursue a non-academic path, such as an apprenticeship.
There have been calls for greater emphasis on apprenticeships and traineeships in recent years. Ireland is the country in Europe with the highest numbers of students progressing to third level but has comparatively little opportunities for more practical career paths. Yesterday, it was reported that €122 million from the National Training Fund would be invested in apprenticeships.
Recent and ongoing educational reforms, such as the new Leaving Certificate points system introduced in 2017, are hoped to help tackle non-progression rates. Broader entry routes, for example, prevent third-level students from having to specialise too soon and reduce pressure.
Trinity has also made moves to address drop-out rates. In 2016, it introduced the position of Transition to Trinity Officer to help students cope with the changes brought about by moving from school to university.
