will personal statements be removed

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• UCAS Personal Statements Are Changing in 2025

Last Updated: 16th January 2023

Author: Matthew Amalfitano-Stroud

Table of Contents

It was announced by UCAS in January of 2023 that traditional Personal Statements will be removed from the university application process in the UK. 

Since 1993, UCAS has required university applicants in the UK to submit a 4,000-character Personal Statement during the application process, which would then be accessed by university admissions teams to assist in the shortlisting process. 

However, it has been confirmed by UCAS that this process will be changing as soon as 2025. Here, we dissect the announcement, discuss what we currently know about this change and explain how this could affect your university application. Let’s begin:  

In short, this is what you need to know:

• UCAS Personal Statements are being replaced by a multi-question survey that gives applicants the chance to explain various aspects of their application.
• This change could be implemented as early as the 2025 admissions cycle for 2026 Entry in the UK.
• This will affect all applicants, both home and internationals, looking to attend a UK university in 2026 and beyond.
• Students will need to learn how to take on these new questions rather than traditional Personal Statement writing.
• Teachers will need to be prepared to do research on this new system and provide support for students in order to maximise their chances of success.
• We at UniAdmissions are keeping a very close eye on the situation and will update this guide as new information surfaces. We will also ensure that our support systems are up-to-date and effective at helping students through these changes.

What are Personal Statements Being Replaced with?

With the announcement that the current system for UCAS Personal Statements will be getting replaced, it is only natural to be asking what will be replacing it. Thankfully, we have already been given some idea of what to expect. 

Unlike the other major shake-up to the 2024 admission process, the removal of various admissions tests including the BMAT , the official announcement has provided us with an explanation of what UCAS is seeking to implement instead of traditional Personal Statements. 

Put simply, the current format of providing a 4,000-character piece of writing will be replaced with a series of specific questions which applicants must answer. These questions will still allow you to write your answers out, but you will be answering set questions instead of having to plan and structure a full statement from scratch. 

The specifics of this system have not been announced yet, including the number of questions and the character limits. We also don’t know what the questions will be yet as they are still being developed. However, we do know the key areas that these questions will focus on (all points are taken directly from the UCAS report): 

• Motivation for Course – Why do you want to study these courses?
• Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
• Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
• Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
• Preparedness for study – What have you done to prepare yourself for student life?
• Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

Of course, this is all subject to change as UCAS is still actively working with universities to determine what they want most from applicants. However, it seems that they are aiming to cover the same ground as traditional Personal Statements while also allowing applicants to discuss more personal factors such as motivation, preference and extenuating circumstances. 

At UniAdmissions, we ensure all of our students receive the most up-to-date support.

At UniAdmissions, we’re working tirelessly to ensure that our tutors, curriculum and resources are ready to get our students through these changes. You can join them today and ensure you get the support you need to make it through the 2024 admissions cycle . 

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When Are UCAS Personal Statements Being Replaced?

The initial announcement stated that these reforms to the Personal Statement system will be introduced in the 2024 admissions cycle for 2025 entry. However, UCAS have since gone back on this and delayed the change to as early as 2025 (for 2026 Entry). However, this change could also occur the following year for 2027 Entry. 

UniAdmissions contacted UCAS directly to confirm if a date had been set for the implementation of the new Personal Statement format. The representative stated the following: 

The current discussion around the Personal Statement changes are to improve the application process for all applicants. At the moment the earliest this change would take place is in the 2026 application cycle. There won't be any changes this year. UCAS Representative

It’s worth mentioning that these plans have been in place for a fair amount of time, with discussions of reforming the application process starting in April 2021. However, this change still won’t be implemented for another year, so applicants applying for 2025 (and potentially 2026) Entry will still need to submit a traditional Personal Statement. 

Why Are UCAS Personal Statements Being Removed?

The announcement of these reforms was made on January 12th 2023 via a blog post on the official HEPI website. This post highlights the amendments being made to the Personal Statement process and the research that was conducted to influence this change.  

Interestingly, the data quoted in this post states that the majority of applicants surveyed were happy with the current Personal Statement process, with 72% feeling positive about it. However, the same survey indicated that 83% of applicants found the process stressful and 79% felt unable to complete theirs without support. This is the data that most likely influenced the changes. 

The post’s writer, Kim Eccleston, states that they are aiming to provide better support for both applicants and universities, creating “a more supportive framework” that allows applicants to write about what the universities need to know in a less restrictive way. It is also stated in a more detailed outline of the announcement that both students and teachers preferred the use of specific questions instead of free-form writing. 

However, a previous post released in November 2022 provides even more insight into the reasoning behind this decision. Based on data featured in HEPI Debate Paper 31 , various industry professionals had commented on the challenges facing applicants of certain background when it comes to the current style of Personal Statement. 

Within the quotes featured here, the traditional UCAS Personal Statement was described as “ambiguous” , “unfair” and “barometers of middle-class privilege” . These comments may potentially be in reference to the current importance of work experience, which can be difficult to obtain without connections in certain industries, as well as additional experiences which may not be available to all applicants.  

Therefore, this new system should presumably reduce the barriers for disadvantaged applicants by shifting focus to each individual’s own interest and abilities within their chosen subjects. 

Other Changes being Made by UCAS

Personal Statements are only one of five key areas being altered by UCAS, as highlighted in the blog post. This is certainly the most significant action taking place, but other changes to the application process include: 

• Academic references are being reformed, moving from a free-text approach to a set of three questions, similar to the Personal Statement reforms.
• The 'Entry Grade Report' will be created, which allows applicants to see grade profiles that have been accepted for courses over a five year period.
• A 'Course Recommendation Tool' is being created to provide applicants with personalised suggestions for courses based on their current grades and preferences.
• A 'Fair Access Programme' is being created to encourage widening access and participation.

Overall, it seems these changes all have the same intent; to level the playing field and make university applications more achievable for everyone. 

How will this affect my university application?

As previously stated, if you are applying to university this year for 2025 Entry, you will not be affected by these reforms and will need to submit a traditional Personal Statement to UCAS like previous years. 

For applicants applying for 2026/27 Entry and beyond, your application will follow this new process, meaning you won’t have to submit a full Personal Statement but will instead need to answer a series of questions relating to your application and abilities for your chosen course. 

When hearing that the whole process will be changing, this typically instils a feeling of dread as you’ll be treading new ground that no one else has experienced before. However, it’s important to understand that UCAS states these changes are being made for the benefit of both the applicants and the universities. 

As we’ve already discussed, a key part of the reason this change is being implemented is that a high percentage of applicants found writing a traditional Personal Statement stressful, which is counterintuitive to what UCAS is trying to achieve. By providing applicants with a strong framework, in the form of specific questions, this new process should allow more applicants to provide better quality statements for universities. 

This change is also set to be particularly beneficial to those from disadvantaged backgrounds, as the process will allow them to better express their ability regardless of any areas that may be lacking due to factors out of their control. Essentially, the new process should allow more people to stand a better chance of making a good impression despite limitations. 

How Can I Start Preparing?

If you’re starting your preparations early, the main barrier you’ll face at this stage of preparation is not knowing what the questions will be, as they have yet to be announced. There are no resources available currently that cover this system, so you’re going to have to be independent with your preparation here.

Since we have a rough outline of what the questions to focus on, you should still be able to practice your responses. Although they won’t be as relevant any more, it would still be helpful to check out Personal Statement guides and examples as these can help you pin down the language and writing style you use. 

With all this information now available to us, you should be able to get a sense of what to do for your application in the coming years. The initial introduction of this system in 2024 will act as a test of its effectiveness, so elements could be changed in the years following. However, the important thing is that you understand how things are changing from the current system and how you can make the most of the new system. 

If you are applying for university in 2023 for 2024 Entry, you will need to make sure you’re ready to write your Personal Statement. Thankfully, UniAdmissions have plenty of resources to help you through it, including our Ultimate UCAS Personal Statement Guide and our collection of successful Oxbridge Personal Statements . 

If you’re looking for more in-depth support that covers the whole application process for Medicine, Law and Oxbridge courses, them find out how you can enrol in one of our Premium Programmes .  

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Changes to the UCAS Personal Statement in 2024

This month has brought the news that, as of 2024, UCAS is no longer going to require applicants to write a personal statement when applying for university.

***Please note this information is outdated; for more information please see our latest blog post here. ***

For years, the ucas personal statement has been a thorn in the side of applicants to uk universities everywhere - requiring students to spend the best part of several months reading, planning, and writing their magnum opus to impress their chosen universities. this month has brought the news that, as of 2024, ucas is no longer going to require applicants to write a personal statement when applying for university. in this blog, we’re going to take you through why this change is happening, how the personal statement’s going to be replaced, and how this is likely to affect you as an applicant..

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Why the change?

This change has been made in light of arguments by some that the existing personal statement system affords an advantage to more privileged students who have greater access to expert guidance and advice. with students from a greater variety of backgrounds attending university at a higher and higher rate every year, ucas have felt the need to reform the application process with the aim of widening access for all students, irrespective of their knowledge regarding the application process or whether they know someone who has made a successful application before. as reported by the times, ucas consulted with 1,200 students, 170 teachers, and over 100 universities and colleges before making these reforms, meaning that the new system is designed with not just universities but also applicants in mind, hopefully meaning that it suits the students applying as much as fitting the universities’ requirements., what is replacing the personal statement, as of 2024, rather than having an open response box in which to fill in their own, self-constructed personal statement of 4,000 characters, students will instead be asked to respond to a series of structured questions which focus on six key areas:, motivation for the course - why do you want to study these courses, preparedness for the course - how has your learning so far helped you to be ready to succeed on these courses, preparation through other experience - what else have you done to help you prepare, and why are these experiences useful, extenuating circumstances - is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context, preparedness for study - what have you done to prepare yourself for student life, preferred learning styles - which learning and assessment style best suit you, and how do your course choices match that, what does this mean for my application, in real terms, this shouldn’t change your personal statement process too much - in essence, the new system effectively de-constructs your personal statement so that it’s clearer what you should reflect upon and how to structure your answers. most of these questions focus around topics that you’re likely to be answering in your personal statement anyway, so there’s no need to go and completely scrap everything you’ve been thinking of already, private consultation.

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1. Why do you want to study the course?

This is your chance to explain why you would be a good fit for the particular course you’ve chosen. Provide a sincere and enthusiastic response about your passion for the chosen course. 

It’s important to demonstrate your understanding of the course content and why it resonates with you, so make sure you do your research on what your chosen course entails beyond the general subject area! Don’t forget to articulate how the course aligns with your long-term career or academic goals too. 

For example, an answer in this section might begin: 

“Since a young age I have been fascinated by how history resonates in our everyday lives, from geopolitics to language. I have often been inspired to seek out the historical context to concepts I come across in class, or events and issues I see on the news. I am passionate about using History to better understand and contribute to the world around me, and studying History would equip me to do this.    In the future, I hope to work in international relations, and a firm grasp of history and historical thinking would serve me well to that end. While I have enjoyed my studies at school so far, I am looking forward to the opportunity to delve deeper into a wider range of topics and time periods.”

2. How has your learning so far helped you to prepare for success on this course?

This section is your chance to stand out as an individual by highlighting academic achievements and experiences that have prepared you for the course. 

This could include things like extracurricular activities and opportunities for learning outside of school, such as OxBright’s online academic courses . Explain how such experiences have broadened your knowledge, honed your skills, and opened up new avenues for exploration in your chosen subject area. Use specific examples to illustrate how your learning has equipped you for success in this particular academic setting. 

For example, reporting your experience at a summer school might look something like this: 

“I have often sought out opportunities to continue my learning outside of the classroom and explore new areas that my school courses don’t cover. I recently attended an OxBright online course on World History and Philosophy. This gave me the chance to explore ideas and events from a global perspective, and I was particularly intrigued by the ways in which philosophical and political thought has been built in layers over time.    For example, ideas like human rights, that we consider quite modern, are in fact rooted in the ideals of ancient societies. It has led me to question concepts like “progress” and “modernity” in history, and I am looking forward to studying more historiography and historical theory at university to further develop my understanding.”

3. What else have you done to help yourself prepare? How and why are these experiences so useful?

In this section, emphasise any personal growth and development gained from various experiences which will stand you in good stead on your academic journey. This could be something like time spent abroad increasing your engagement with an aspect of another culture, or an internship, like the Oxbright academic and work internships , developing your skills and understanding in a vocational field. 

Explain how your diverse experiences have uniquely positioned you to excel in the challenges of your chosen course. Outline any transferable skills you’ve gained from these experiences and how they contribute to your readiness for the course. 

An example of reporting your experience on an internship might be something like this: 

“Wanting to gain some more hands-on experience of Engineering, I attended an OxBright internship. During this internship, I had the chance to participate in designing a bridge to withstand the challenges of an earthquake. I quickly developed my mathematical and practical skills under the guidance of an expert mentor.    Learning through practical application of concepts I had only seen in the classroom has really changed how I think and approach new problems. During this process, I came to better understand how I learn best, and how to multitask while doing practical work, which will serve me well when approaching the challenges of practical and theoretical work on an Engineering degree.” 

Ultimately, the good news is that the UCAS personal statement process is changing to make your life easier! 

You can keep these new themed questions in mind while you prepare for applications, making sure that you’re collecting experiences which you can use in each section. With these three simple categories to direct you, you can approach your personal statement with confidence!

Alice is an historian at St Anne’s College, Oxford, where she teaches undergraduate history (predominantly medieval history and historiographical theory). She is also a freelance writer and editor, and a research assistant at the Leverhulme Centre for Demographic Studies.

Boost your UCAS personal statement !

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UCAS Will Replace Personal Statements in 2024: What Students Need to Know

Big changes are coming to the UCAS application process . UCAS announced that they will be replacing personal statements with a series of structured questions starting in 2024 . This new approach aims to reduce stress for university applicants while still giving them a chance to share information about themselves.

Why is UCAS Changing Personal Statements?

The personal statement has been one of the key criteria of the UCAS application for years. However, feedback from both students and universities highlighted some issues with the current free-form format. Surveys found that 83% of students felt writing the personal statement was stressful and 79% said it was hard to complete without support .

Universities also noted it can be difficult to compare personal statements , as content varies widely depending on the individual student. With no set guidelines, students receive different levels of help based on what resources are available.

The goal of the new structured questions is to focus responses and make the process more equitable across the board . Applicants will have clarity on what information universities want to know upfront.

What Will Replace Personal Statements?

Starting with the 2025 UCAS application entry, personal statements will be replaced by six key questions identified through research with universities:

• Motivation for Course – Why do you want to study these courses?
• Preparedness for Course – How has your learning so far helped you to be ready to succeed in these courses?
• Preparation through Other Experiences – What else have you done to help prepare, and why are these experiences useful?
• Extenuating Circumstances – Is there anything the universities need to know to put your achievements into context?
• Preparedness for Study – What have you done to prepare for student life?
• Preferred Learning Styles – Which styles suit you best and how do your course choices match that?

The goal is to capture the key information universities need while allowing applicants to share relevant details about themselves. UCAS continues to refine the focus areas based on feedback.

What This Means for Applicants

Replacing personal statements will affect students definitely. For students applying in 2024 and beyond, the new questions will change how you present yourself to universities. 

The good news is that the process aims to be more straightforward with a clear structure to follow. However, it still requires thought and effort to make your responses stand out.

With less space for elaborate anecdotes, choose details carefully to showcase your skills, experience and fit for the program. Follow prompts closely and focus on exactly how you meet the criteria.

The emphasis will likely shift from creative writing skills to concise, persuasive responses showcasing your abilities. Take time to reflect on experiences that highlight your motivation and preparedness.

What Happens Next?

UCAS emphasizes this change will be a process based on continuous feedback. They aim to introduce the new questions somewhere in 2024 to allow students and advisors time to adjust.

Before launch, UCAS is gathering input on areas like:

• Are there any missing question topics?
• How much preparation time would your role need?
• Perspectives on allowing different statements per university choice.

There is still time to share thoughts and help shape this update. UCAS also hints at more innovations in future cycles, such as multi-media submissions.

Postgraduate Personal Statements Remain Unchanged

The upcoming changes to the personal statement will only apply to undergraduate UCAS applications . For students applying to postgraduate, PhD and master’s programmes , personal statements will remain a required component of the application process. 

These programmes will continue to use free-form personal statements, allowing applicants ample space to detail their motivations, relevant skills and experiences. Universities utilise personal statements to assess candidates’ fit and potential for rigorous further study required at the postgraduate level. 

While undergraduate admissions are evolving, postgraduate applicants can expect the current personal statement format to persist across UK universities.

Learn more:

• How to Write a Personal Statement for a Masters Degree
• How to Write a Personal Statement for a PhD

Final Thoughts: Personal Statement Change

The UCAS personal statement as we know it will soon be a thing of the past. While it marks a major change, the update aims to streamline the process for all involved. Students can focus on putting their best foot forward in a more structured format. With some preparation, applicants will still be able to share their unique stories.

FAQ: UCAS Replacing Personal Statements

Why is ucas replacing personal statements.

UCAS decided to replace free-form personal statements after feedback showed the current format causes stress for applicants. Universities also noted personal statements can be difficult to compare. The new structured questions aim to make the process more straightforward and equitable.

When will the new questions be implemented?

UCAS plans to introduce the structured questions no earlier than 2024, for use in the 2025 application cycle. This timeline allows students, advisors, and universities time to adjust to the new format.

What will the new questions focus on?

Based on research with universities, UCAS identified six key topics: motivation and preparedness for the course, relevant experiences, extenuating circumstances, preparedness for study, and preferred learning styles. Applicants will need to concisely answer prompts on each theme.

How many questions will there be?

UCAS is still finalising the format, but the initial framework suggests six main questions covering the key themes. Each theme may have multiple sub-questions to guide responses.

Will the word count stay the same?

We don’t know yet. Details are still in progress, but it’s likely the total word count will be similar to the current 4,000-character limit for personal statements. Word counts may vary per question.

How should students prepare for the new format?

Students should reflect on key experiences that showcase their skills, motivation and readiness for university study. Focus responses on providing relevant details the prompts ask for.

Will universities have access to past personal statements?

UCAS has not indicated if universities will still have access to personal statements submitted before 2024 during the transition period.

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Ucas personal statements are changing: here’s what you need to know.

Personal statements are set to become a thing of the past. The University and Colleges Admissions Service (UCAS) has introduced a new process for university applications.

Personal statements are set to become a thing of the past. The University and Colleges Admissions Service (UCAS) has introduced a new process for university applications from 2025, meaning that the process will change in 2024 ready for 2025 entrants.

Personal statements have always been an essential part of the university application process. However, UCAS has decided to scrap personal statements in their traditional form. They will now be replaced by a new three-question structure.

If you are preparing to apply for university right now, then you don’t need to worry too much. This new structure isn’t coming into play until 2025, when students are applying for 2026 entry.

What is the new application process?

The new application process differs from the original university application process. Initially, university students were required to write a personal statement, which would be uploaded to UCAS Hub . Universities would then read the personal statement as part of your original university application and make their offers from there.

Under the new process, it will work differently. Under the new university admissions policy, you will no longer be required to write a detailed personal statement but will need to answer questions related to three key areas.

Current key themes are:

• Motivation for course: Why do you want to study the course?
• Preparedness for course: How has your learning thus far helped you to be prepared for your course?
• Preparation through other experiences: What else have you done to help yourself prepare? How and why are these experiences so useful?
• Extenuating circumstances: Is there anything the university needs to know about you? (optional)

These questions allow students to present themselves in their own words but with more structure. Teacher references will also change, allowing for more objective comments.

Depending on user feedback, these questions may change in the future.

• Preparedness for study: What have you done to prepare yourself for student life?
• Preferred learning styles: Which learning and assessment styles suit you best?

Following extensive consultation, UCAS scrapped the latter three. This is because UCAS discovered that the themes would be too difficult to universities that have different teaching and assessment styles. The extenuating circumstances question will have a different section to be answered, but not everyone will need to answer it.

When does this new process start?

This new process will be introduced in 2025 and take effect for 2026 applicants. Those applying to university for 2023, 2024 or 2025 will still need to write a personal statement for their application in the current format.

This means the new process will be coming in after January 2025 (October 2024, if you are applying to Oxbridge ).

A personalised tool will also launch later this year. This tool will provide applicants with entry-grade reports that will give students a range of the profiles accepted onto similar courses over a five-year period, using UCAS data.

Why is the process changing?

UCAS has decided to change the university application process based on student feedback. This process will now offer greater support for applicants from different academic backgrounds.

UCAS has recently published their own report on current applications, called the Future of Undergraduate Admissions report. This research discovered that, out of 13,000 polled students, as many as 83% found writing a personal statement to be too stressful, while a further 79% found the statement too difficult to write without appropriate support.

Personal statements were not unpopular, however. 72% of students found that personal statements were essential parts of the university application process. Personal statements allowed students to stand out as more than just application numbers and their grades. However, the question format s will allow students to continue to stand out from other applicants.

How are teacher references changing?

Teacher references are changing to allow teachers to make more objective comments regarding students. Students can pick current or former academic referees, such as teachers, tutors or head teachers; these referees will then write a full reference to their career goals, work experience and predicted grades.

This process is set to change slightly for 2026 applicants. Under the new system, the referee will instead answer three structured questions. In these questions, teachers will include a general statement about the student’s school or college, any extenuating circumstances that could affect the student’s exam performances and any other circumstances the teacher feels the university should be aware of.

undergraduate Universities

Undergraduate uni's.

Ravensbourne

245 courses

Uni of Sunderland

200 courses

Uni of East London

317 courses

Uni of Winchester

161 courses

Uni of Bedfordshire

336 courses

Middlesex Uni

469 courses

Uni of Roehampton

268 courses

Uni of Leicester

267 courses

Northeastern Uni

West London IoT

ARU Writtle

104 courses

Uni of Kent

417 courses

528 courses

Heriot-Watt Uni

208 courses

Kingston Uni

378 courses

Goldsmiths, UOL

273 courses

Leeds Beckett Uni

327 courses

238 courses

Uni of Hertfordshire

419 courses

Uni of Surrey

437 courses

Cardiff Met Uni

304 courses

Uni of Chester

399 courses

Uni of Portsmouth

542 courses

Uni of Suffolk

109 courses

Swansea Uni

780 courses

Coventry Uni

445 courses

Uni of Bradford

197 courses

Uni for Creative Arts

323 courses

Staffordshire Uni

272 courses

414 courses

Uni of Westminster

Anglia Ruskin Uni

460 courses

UWE, Bristol

249 courses

Leeds Arts University

Uni of Essex

797 courses

Wrexham Uni

168 courses

355 courses

Escape Studios

Uni of C.Lancashire

438 courses

Uni of Huddersfield

458 courses

Uni of Brighton

253 courses

Bath Spa Uni

295 courses

Edge Hill Uni

243 courses

Uni of Hull

Nottingham Trent

539 courses

Edinburgh Napier

184 courses

Uni of Reading

393 courses

Queen's Uni

411 courses

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Ucas scraps personal statements for university hopefuls

A video message could soon replace the personal statement, the university admissions body said as it announced it was scrapping the written essay.

Candidates have a blank space on university application forms which they can fill with up to 4,000 characters. Ucas said that from 2024 they will instead respond to questions that will guide them to support their application in the right way.

Social mobility experts have campaigned for change and said personal statements were “barometers of middle-class privilege” because wealthier teenagers had tailored help. Numerous companies offer their services and private school sixth forms have specialists to help pupils.

Ucas is making the changes after a consultation with 1,200 students, 170 teachers and more than 100 universities and colleges. It said this paved

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News | Education

UCAS ditching personal statement for university entry

The Universities and Colleges Admissions Service ( Ucas ) will no longer require students to write a personal statement when applying for university .

The change comes amid claims that the personal statements favour middle-class students who may have better access to “high-quality advice and guidance”, according to Ucas.

The 4,000-character essay will be scrapped and replaced with a series of questions about the higher education course they are applying for.

Ucas announced in February 2022 that it was considering changes to university applications.

At the time, Michelle Donelan, the universities minister, said “I have always felt that personal statements in their current form favour the most advantaged students.

“So I’m pleased that Ucas have confirmed that reform of the personal statement is in their plans so that personal statements work to the benefit of all students.”

Ucas consulted with 1,200 students, 170 teachers, and more than 100 universities and colleges before making the reforms, as reported by The Times.

According to Ucas , although 72 per cent of respondents surveyed felt positive about the personal statement, 79 per cent agreed that writing the statement is difficult to complete without support, and 83 per cent said they found the process of writing a personal statement stressful.

The structured questions aim to  “bring focus and clarity for students, reducing the need for support”.

Students will be asked questions about their motivations for studying courses, what they have done to prepare, and any extenuating circumstances.

Kim Eccleston, head of strategy and reform at Ucas, said in a Higher Education Policy Institute blog post: “We believe this will create a more supportive framework, which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making.”

The changes to the admission process will be introduced no earlier than 2024 for students applying to begin university in 2025.

And in the future, Ucas said that it would consider moving away from written text to multimedia submissions.

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Ucas to scrap personal statements for student applicants

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Admissions body pitches reforms to make admissions process fairer

Students will no longer have to write an essay-style personal statement in their Ucas applications, after the admissions body announced an overhaul to the process.

Ucas said in a report published 12 January, Future of Undergraduate Admissions, that students would answer a series of questions about their reasons for choosing a course instead of writing a personal statement.

There have been concerns that the personal statements disadvantage students who do not have access to good guidance and support when writing the essays, which some feel could “widen the gap” between applicants.

The change comes after scrutiny from the Department for Education on the admissions process. The DfE carried out a consultation on whether to switch to a system of post-qualification admissions in 2021, although it ultimately decided not to continue with the changes.

Writing in a Higher Education Policy Institute blog on 12 January, Ucas head of strategy and reform Kim Eccleston said that “most students are in favour of personal statements” as it gives them the chance to “demonstrate achievements beyond their grades”.

But more than 80 per cent said they found the process of writing the statement stressful, and 79 per cent said the statement is difficult to complete with no support.

Eccleston said the replacement questions will prompt students to write about six areas, including their motivation and preparation for the course and for studying at a higher level, how other experiences have helped to prepare them for university, any extenuating circumstances and their preferred learning style.

“We believe this will create a more supportive framework which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making,” she said.

Once the questions have been finalised, they will replace the personal statement from 2024-25.

The report also revealed that Ucas will introduce reports showing students the range of grades that have been accepted for their chosen course in the past, and it will replace the free text option for referees to comment on students with a series of questions.

It will try to offer students more personalised guidance on what their post-secondary options are, and will launch an Outreach Connection Service designed to help universities and employers in their efforts to improve access and participation.

Ucas consulted with 1,200 students, more than 170 teachers and advisers, 100 universities and colleges and government representatives when creating the report.

In her blog post, Eccleston stressed that “reform is an evolving process”, and she said that Ucas would “keep engaging with the sector to help us shape the delivery of these reforms”—particularly the changes to the personal statement.

UCAS reforms to the personal statement: One step forward, more to go? – HEPI’s WEEKEND READING

• 14 January 2023
• By Tom Fryer, Steve Westlake and Professor Steven Jones

This blog has been kindly written for HEPI by Tom Fryer, Steve Westlake and Professor Steven Jones. 

On 12 January, UCAS released  Future of Undergraduate Admissions , a report that contained details of  five upcoming reforms . 

In the report, UCAS proposes to reform the free-text personal statement into a series of questions. This is welcome. As we noted in our recent  HEPI Debate Paper  on UCAS personal statements, an essay without a question is always going to breed uncertainty.

So the change does represent progress towards a fairer admissions system. However, the number of steps we take towards this fairer system will depend on how the questions are designed. 

The UCAS report makes an initial proposal of six questions across the following topics: 

• Motivation for Course – Why do you want to study these courses? 
• Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses? 
• Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful? 
• Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context? 
• Preparedness for study – What have you done to prepare yourself for student life?
• Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

Our first point concerns  inequality . To create admissions processes that address inequalities we should use questions that place explicit limits on the number of examples that can be used. If we leave questions open-ended, this risks creating a structure that allows some applicants to gain an advantage over their peers, a key problem with the original format. Also, where possible, questions should stress the acceptability of drawing upon activities, such as caring or part-time work, that may not be deemed ‘high-prestige’. This could minimise the impact of inequalities in access to these ‘high-prestige’ activities. The relatively small number of courses that require formal work experience could gain this information through an optional question.  

Secondly, admissions processes should prioritise applicants’ interests and avoid imposing an  unnecessary burden . The current proposals contain several questions that appear similar, which does appear to impose an unnecessary workload on applicants and their advisers. We recommend combining the second (course preparedness), third (preparedness through other experiences) and fifth (study preparedness) questions into one, in order to protect applicants’ interests. 

Thirdly, other commentators have drawn attention to the association of ‘ learning styles ’ in question 6 with the widely debunked model that classifies people into four different learning modes: visual; aural; read/write; and kinesthetic. This does not seem to have been UCAS’s intention. Instead through informal conversations we understand the question intended to focus on applicants’ preferences for independent study versus contact time, or frequent short assessments versus substantive end-of-year approaches. Regardless, should applicants’ attitudes to learning and assessment influence admissions decisions? There could be a range of reasons why an applicant has chosen a certain provider, including geographical location for those with caring responsibilities, and many of these will trump concerns about learning styles. We recommend removing this question. 

Fourthly, while the report gives evidence that many  applicants see the personal statement as an opportunity to advocate for themselves , this alone does not justify the creation of a large number of questions (or indeed, nor does it justify the status quo). Unfortunately, a lack of transparency prevents applicants from understanding how their statement will be read ( if it is read at all ), and many will be unaware of the research on inequalities in this area. These caveats are important when considering how applicants’ views should feed into discussions about creating an admissions system that protects all applicants. 

Our final point relates to  validity . Admissions processes should use valid measures of applicants’ ability to complete their chosen courses. Although there is limited research in this area, we think there are opportunities to improve the proposed questions. 

To take one example, the first question asks ‘Why do you want to study these courses?’. We contend that an abstract question is unlikely to be the most valid way to assess applicants’ motivations. This question is likely to prompt similarly abstract or cliched answers, including in the form ‘Ever since a child…’. As an alternative, in our  HEPI paper , we proposed the following: 

Please describe one topic that is related to your course. Please discuss what you have learnt about this topic, through exploring this outside of the classroom. This could include books, articles, blogs, seminars, lectures, documentaries, or any other format. 

This question measures both whether an applicant demonstrates a basic level of motivation and whether they understand what is covered on the course. By asking for a concrete example of a topic they have explored, we believe this question is likely to be a more valid way to assess whether applicants meet a basic level of motivation and preparedness, and it is less likely to result in overly abstract or clichéd responses that reveal little about applicants. 

UCAS’s proposed reforms to personal statements recognise that fair admissions require greater transparency, a more supportive structure, and the prevention of some applicants being placed at a disadvantage. Moving to a series of questions represents one step forward. However, to achieve these goals, the questions must be designed to address inequality and remove unnecessary burdens in a transparent and valid manner.  

There is currently no published research on how personal statements are used in admissions decisions. That’s why we are launching a survey to gather some initial data, which you can access  here . 

We are particularly seeking input from people involved with the day-to-day work of undergraduate admissions. We would appreciate it if you could share this with any of your colleagues. We plan to use this data to feed into the public conversation about UCAS’s reforms. 

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Alright I already wrote a reply, but it got deleted, so let me try again,

1, motivation for the course. For the MRes at Derby sept 23 to build on the great success which was my BA 2016 honours in Sociology major, with theatre studies minor. This degree took me five plus three or four years, given the multiple restarts I had to do because of my mental health fraility. Plus the drugs I was on acted as a hindrance as a help, I can now confirm. Anyway. 2, My BA Hons took nearly forever. Here’s a list of the modules I took; 4SL008 introduction to social inequalities prog code l300 grade c+ level 4 credit 15.0 result confirmed 1112 ; 4sl020 deviance and difference: exploring cultural identity l300 b- 4 15.0 1112 4sl028 introduction to social theory l300 c- 4 15.0 1112 4sl500 popular culture l300 52 (%) lvl 4 credit 20.0 result confirmed 1213 4sl503 researching the social world l300 82 4 20.0 1213 4wc001 Reflective Learning Skills l300 A- 4 20.0 1415 4TH501 Performance Analysis/PDP Y002 47 4 20.0 1415 4TH506 Modern Drama (With professor Sam Kasulé) Y002 41 4 20.0 1415 4TH507 Script Analysis for Production Y002 41 4 20.0 1415 (I actually got below 40% for my first essay, but was able to bring it back to a pass, after going all out/blitzing the second essay. I’d like to point out that I didn’t fail a single unit with no resits over the whole of my degree (even though there were some close calls) Total number of Credits achieved at level 4 160.0

5ED512 the sociology of education (this one was with a Canadian lecturer. I really liked him, from the education department.although the other girls in my class didn’t, well I think they had a problem with him, and collectively wrote negative feedback for the student satisfaction surveys at the post unit feedback, which resulted in the unit ceasing after this year. At least I think that’s what the lecturer told me, when I met him to discuss my grade, after it was marked. We did a poster (using PowerPoint), and had to present it to the class. I don’t know why the others didn’t like it? Maybe they got bad grades. Oh yes there was also an online element to it 40% I think, which needed two forum/message board posts per topic, with each topic lasting two weeks. Maybe the girls/ladies did badly at this element, and that was why they flamed him afterwards. Sorry mostly ladies, I seem to remember one or two other boys/gentlemen on the unit. Anyway… Y002 72 (get in) 5 20.0 1415 5ES506 Theatricality and Madness Y002 49 5 20.0 1314 another one with Sam Kasulé. I remember properly working my socks off for this one, providing a (what I thought) was a well argued and balanced counter-argumrent to the prevailing orthodoxy hegemony of the psychiatric model. With various plays as the evidence. The markers didn’t agree, as the grade shows. (40-49% is a D, and represents a satisfactory grade. I got a lot of these). Anyway.

5SL507 Capitalism, Culture and Class: Social Theory in Classical Modernity This one was with the classic Socialist nick cimini, who born in Italy, but raised in Scotland, spent two or three years here teaching us, then returned to Scotland because they offered all returnee Scottish lecturers an upfront payment of £20k which was an offer too good to refuse. He’s had a couple of kids since then. I got on well with Nick. He was a good guy. It was Derby’s loss. Y002 42 5 20.0 1314 I thought I did better at it 5SL508 ‘Race’ and Ethnicity in Modern Britain Y002 45 5 20.0 1415 this was one of my more difficult units. Not that the unit was particularly difficult, it was actually a presentation based grade, but the lecturer didn’t like me, and so gave me a ‘d’ either that , or I was just so worn out by the whole five plus years degree process, I was running out of steam. Hopefully these past four years I have had to rest and recuperate in my flat, will give my batteries a good boost and recharge, for another two masters, and maybe even a doctorate afterwards, depending on how I get on?) ; 5SL513 Sociological Research Methods1: Qualitative and Quantitative Techniques y002 62 5 20.0 1314. I think this was the unit I took with the dreaded SPSS computer statistics program based exam. Exams are always scary, and SPSS is a bit of a killer, but luckily the lecturer Raul gave us good notes, and extra revision cheat-sheet videos for each section, which I crammed, watched twice each, and ended up with a good final grade. Compare that to the other girls in my class, who I guess we’re less mathematically geared, and so didn’t do so well on the exams. Or maybe they got the same as me, which would be disappointing for an A student (70th percentile) God I’ve been yabbering on Let me just try and get these finished And the rest of the questions Anyway 5th503 research methodologies y002. 56. 5 20.0 1314 this one was with Dr Becky Barnes. She left to Sheffield in the end. This was another big blow for Derby imho So the total number of credits at level 5, and 6 for that matter, were 120.0 .. 6ES501 Shakespeare Today Y002 55 level 6 20.0 1516. This one was with Dr Mary McNalty another super-star. I should mention all of my lecturers were Drs, in case already mentioned. 6ES508 Riots and Rebels: Studies in Intercultural Drama Y002 57 lvl 6 20. Credit 1516 Another one with Sam. We watched Sarafina with Whoopie Goldberg, a seminal pre end of Apartheid south-african freedom musical film, from 1980 I think. This was a beautiful movie. Also watched woke soyinka I think, and some other African dramas. We also has to research these texts from some journals and other chosen readings, which were hard work, but this was a final year English unit, so you don’t expect it to be easy. I remember being estatic with the grade. I was able to hit my 60% 2.1 bang on the head, thanks to the generous awards given me by Sam and Mary for example. And not so much thanks to some of the others. But never mind. I am a mature student, 30 something when I did it, and on heavy depot injections at the time, so it wasn’t easy for me neither

6SL506 Religious and Ethnic Minorities Y002 47 6 20.0 1415 another third Honesty is the best policy. Sometimes it is the only policy. I find it helps to be honest. Plus the number of words I’ve written in my lifetime mean I’m quite comfortable with this means medium. 6DL508 Sociology of Health and Illness Y002 78. 6 20.0 6SL999 Sociology Independent Study Y002 68:6 40.0 1516 With my final two units supervised by yet another super-star Dr Phil Burton-Carteledge. Like Nick Dr Phil is a radical communist. Oops I said it. Damn, I hope word doesn’t get out! (Seriously he’s yet another great guy, who did well to put up with me. He is also the Bachelor’s Sociology program leader now.)

That’s it. And as a caveat I seriously think you should consider giving All of the lecturers I have named in this essay, pay rises. Just give them what they want. They put up with us, after-all. Plus they are providing for the next generation, of leaders, workers, thinkers speakers and parents. It’s called investing In our future.

Ok look I’m actually tired out from that essay.

So I’ll skip to the end; preferred learning style, I think I am more a visual/auditory learning style. Kind of I have quite a good memory, like photographic, but I do sometimes struggle with my emotions (diagnosis paranoid schizophrenia. Oh yes and I think they are trying to poison me. So that is why I am hoping to come off my tablets. Please don’t put compliance with my medicines as a requisite to me doing the masters, cos that isn’t fair. Is blackmail. I’ve got until September to get my head sorted, one way or the other

Thanks John

Sorry one last thing my degree was Overall Classification: SECOND CLASS HONOURS (1st Division) Date of Award 10 Jun 2016 Qualification Obtained: Bachelor of Arts (Honours) in Sociology with Theatre Studies UNIVERSITY OF DERBY student code: 100052398 HESS Number: 0710571013537 Mode of study: Part Time Level of Study: Undergraduate Study Site: Derby Campus Location of Study/Partner Oganisation: University of Derby, Kedleston Road, DERBY , United Kingdom, DE22 1GB Student Name: JOHN ROBINSON Date of Issue: 22 Jul 2016 Date of Birth: 03 Mar 1981 Registration/Study Period: September 2011 to June 2016 Programme: Y002. Joint Honours Scheme Level of Study: Undergraduate

And I did not use any form of AI to complete this form. Thankyou

The discussion seems framed by the assumption that applicants need to show their best look and hope to be let in.

A modern education system surely wants each person to get the education and training they desire and need. Allowing that not all desires can be met there should be a focus on people getting a place – as long as they are capable of the course.

I dont see how those questions add much to that basic issue of can the person do the course. If they can – surely there needs to be a good reason to not offer them a place.

I do not know the UK reality but the Australian reality is that most courses do indeed want the interested student who has the necessary base capability.

I suggest that studies are much better designed and much more worth conducting by the subjects and by the researchers if they are informed by what is already known about the subject.

This statement is wrong, even for England: ‘There is currently no published research on how personal statements are used in admissions decisions.’

Here is a little of the published work on the use of personal statements in admissions decisions, but there are hundreds if not thousands more:

Albanese, M. A., Snow, M. H., Skochelak, S. E., Huggett, K. N., & Farrell, P. M. (2003). Assessing personal qualities in medical school admissions. Academic Medicine, 78(3), 313-321.

Murphy, S. C., Klieger, D. M., Borneman, M. J., & Kuncel, N. R. (2009). The predictive power of personal statements in admissions: A meta-analysis and cautionary tale. College and University, 84(4), 83.

Parry, J., Mathers, J., Stevens, A., Parsons, A., Lilford, R., Spurgeon, P., & Thomas, H. (2006). Admissions processes for five year medical courses at English schools. Bmj, 332(7548), 1005-1009.

Siu, E., & Reiter, H. I. (2009). Overview: what’s worked and what hasn’t as a guide towards predictive admissions tool development. Advances in Health Sciences Education, 14(5), 759-775.

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Ucas to replace personal statement with series of questions

Admissions service also making changes to teacher references, and plans to release details of grade profiles that were accepted onto courses.

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The Ucas personal statement is to be replaced by a series of questions following concerns that it was too stressful for UK students.

The admissions service said it believes the change to the 4,000 character essay – which had previously been  criticised for contributing to inequalities in higher education access  – will create “a more supportive framework”.

Advocates of reform said the change will help “level the playing field” in university admissions.

The  Future of Undergraduate Admissions report  by Ucas also announced that academic references would become structured questions, and that students will be able to see a range of accepted entry grades for different courses to improve transparency.

A recent Ucas survey found that 83 per cent of students reported the process of writing a personal statement stressful, with 79 per cent saying it is difficult to complete without support.

Based on this feedback, Kim Eccleston, head of strategy and reform at Ucas, says the current format will be reframed into a series of questions focusing on six key areas: motivation for the course, preparedness for the course, preparation through other experiences, extenuating circumstances, preparedness for study, and preferred learning style.

“We believe this will create a more supportive framework which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making”, she writes in a  blog published by the Higher Education Policy Institute .

The questions are set to be introduced in 2024, for students entering higher education in 2025, while Ucas said it paved the way for further enhancements, such as moving to multimedia submissions.

Lee Elliot Major, professor of social mobility at the University of Exeter , said the move to structured questions was “hugely positive”.

“No one should underestimate how important this reform will be in helping to level the playing field in university admissions,” he added.

“I’ve been calling for reform as statements currently add further advantage for middle class applicants who are often given help in filling in their submissions.”

Providers had told Ucas that the subjective nature of the academic reference section – typically filled out by an applicant’s form tutor or careers adviser – made it challenging to be used to compare applicants against each other.

As a result, it will be replaced with three structured questions – a mandatory general statement about the referee’s school, plus optional information sections on extenuating circumstances affecting the applicant’s performance.

Beginning with the 2024 entry cycle, Professor Elliot Major said it will enable more “objective and useful comments from teachers”.

“As we enter an era of increasing competition for the most selective university degree courses, we need more structured and transparent university admissions that are fair and fit for purpose for all,” he added.

In addition, entry grade reports will be available through the Ucas website, which will give a range of grade profiles that have been accepted onto courses over a five-year period.

It said that this personalised tool, which will launch this year, will prompt applicants to dig deeper into entry requirements and re-evaluate options that may have been considered out of reach.

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30 January, 2023

UCAS removes personal statement for 2024 admissions

Thinking of going to a UK university? Read on to learn about the new changes UCAS has made to the university admissions process.

by Rachel Timmins · 3 minutes

UCAS has stated its plans to eliminate the 4000-character personal statement that all students have - up to now - been required to submit, in order to overhaul the university and college admissions procedures. Instead, university applicants will respond to a set of brief questions from the 2024 admissions cycle, according to The Evening Standard.

In February 2022, UCAS revealed that it was exploring changes to university admissions.UCAS engaged with 1,200 students, 170 instructors, and more than 100 institutions and colleges before implementing the modifications, reports from  The Times claim.  According to UCAS , while 72% of respondents questioned were enthusiastic about the personal statement, 79% agreed that writing the statement without assistance is tough, and 83% stated the process was stressful.

At the time, Michelle Donelan, the universities minister, said “I have always felt that personal statements in their current form favour the most advantaged students.

“So I’m pleased that UCAS have confirmed that reform of the personal statement is in their plans so that personal statements work to the benefit of all students.”

The structured questions aim to “bring focus and clarity for students, reducing the need for support”. Kim Eccleston, Head of Strategy and Reform at UCAS, added: “We believe this will create a more supportive framework, which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making.”

Cambridge Assessment also indicated earlier this year that they will make modifications to their admissions exam since they were operationally unsustainable and in order to "provide them cheaply to students and higher education institutions." 

In summary, please find below the UCAS adjustments we should expect for the 2024/25 admissions cycle:

Students will no longer have to write a 4,000-character personal statement.

Instead students will be asked different higher education subject specific questions.

Other entry requirements such as BMAT, NSAA, ENGAA and TMUA examinations will also be phased out.

Changes to the admissions procedure will be implemented no earlier than 2024 for students starting university in 2025. In the future, UCAS  stated that  it would consider shifting away from textual material and toward multimedia contributions.

Here at Melio Education , our mission is to help international students to make informed and competitive applications to UK universities. We want to see students reach their full potential, so from our perspective any move that evens out the playing field and helps the most talented students get into their dream university is positive. 

Emily Bisset , Head of Product and Operations at Melio Education says: ‘We have always enjoyed working with students on their personal statements, and we appreciated the opportunity for students to display their creative flair. However a free-form piece of writing does disadvantage non-native speakers of English (who make up many of the students we work with), and therefore we are pleased to see this move to a fairer process. We are interested to see in due course what the exact questions will be and how they will be framed. We will continue to support our students in every way that we can to get into the universities where they most want to study.’

Guidance counsellors - wondering what the changes will mean for your students?

Please join our upcoming webinar in February where we will be discussing all things Oxbridge applications, and will include a discussion around these planned changes.

Students - thinking ahead?

If starting to think about university or simply looking for some guidance or preparation on how to get there, we’re here to help! At Melio, we map out the key stages of this journey for you - from what course to pick to submitting your UCAS application, so that every part of the  process feels stress free! Interested in learning more? Book a call with one of our admissions advisors to find out more. 

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Should we abolish personal statements from the university application process?

By Blog Editor, on 19 April 2023

By Dominic Kelly and Gill Wyness

The personal statement – a key element of the university admissions process – has come under increasing scrutiny in recent years. The main criticism levied at the personal statement concerns fairness:  students from disadvantaged backgrounds may have fewer extra-curricular experiences to highlight in their personal statements and are less likely to have access to high quality advice and guidance when writing their statement.

So, it is welcome news that UCAS recently announced the personal statement is to be reformed, by replacing the free text personal statement into a structured format consisting of six short questions. While these reforms may address some of the fairness issues that many are concerned about, these reforms do not go far enough, and a better solution would be to abolish the personal statement altogether.

What’s the problem with personal statements?

Under the current rules, students applying to university through the UCAS system must submit a personal statement alongside their educational attainment (based on predicted A-level or equivalent grades). The personal statement is a free-text essay, with no specific question, just some loose advice , and a word limit of 4,000 characters. The essay is automatically sent to all the courses an applicant applies to.

There are three key reasons personal statements have been criticised – that they may favour students from more advantaged backgrounds, that they may not be great predictors of ability, and that they may put candidates under unnecessary stress.

Looking first at whether personal statements favour more advantaged students, research examining large samples of personal statements (Jones, 2012 , 2013 , 2015 ) revealed clear differences between the statements of independent/selective school applicants and those from non-selective state schools. Independent/selective school pupils had access to many more work experience opportunities to discuss, which were also broader and more diverse. The extreme differences in the extra-curricular activities that those from higher SES backgrounds have has been recently documented by Park et al (2023) whose study of US college applicants found that White, Asian American, higher SES, and private school students listed more extra-curricular activities, reported more top-level leadership roles, and reported more activities reflecting accomplishments and distinctions. Importantly, among those who listed undertaking an activity, Black and low SES students were just as likely to list having played a leadership role in the activity, suggesting that disadvantaged students are just as likely to have leadership qualities, but simply have less resources available to try different activities.

As well as having a wider range of experiences to draw from, the statements of independent school pupils were also longer, and contained fewer spelling errors and punctuation errors. One reason this may be the case is that independent school pupils may receive more guidance and assistance in writing their statements. There is some evidence for this. A study on 16- to 19-year-olds’ efficacy at ‘selling themselves’ in personal statements suggested that this was directly related to differences in resources and training provided by their educational institutions. It is also likely that those from richer backgrounds would be more able to take advantage of private consultancies to help them craft their statements, as they do with personal tutoring , for example.   A 2009 Guardian article reported evidence of independent school pupils receiving more help with personal statements, with a teacher admitting “of course we help our students with their personal statements, their parents are paying £7,000 a term!”

Turning to the usefulness of personal statements as a way to assess candidates, there are a small number of papers examining this issue. For example a small meta-analysis showed that ratings of personal statements were poor predictors of academic achievement, over and above standardised test scores and prior attainment. Arguments have also been made that rather than functioning as a holistic assessment of university suitability or preparedness, they function solely as assessments of writing skills, again casting doubt on their usefulness in identifying good candidates. There is also evidence that a more structured approach to rating personal statements yielded negligible predictive validity for first year grades and dropout rates.

Any doubts about the validity of personal statements are likely to translate into inconsistencies in their use. There is little research examining how personal statements are used by university admissions teams – so we have no real understanding of the extent to which they are trusted by admissions departments and used seriously for decision-making. A greater concern for UCAS than what applicants are writing should be how university admissions staff are assessing their writing, as well as the biases that these staff implicitly or explicitly have regarding low socioeconomic and ethnic minority groups.

Finally, examining the issue of stress, a recent report analysed a large number of personal statements from students from underrepresented backgrounds, as well as conducting surveys and interviews of these students. Applicants from under-represented backgrounds were found to experience a number of challenges when writing their essays, with some spending 30-to-40 hours on their essays, with obvious knock-on effects to their studies and free time. Particular challenges arose from the free-form nature of the essay – such as writing the opening paragraph, developing an effective flow / structure arise, and uncertainty from the lack of an explicit question.

What is UCAS’ Proposed Solution?

UCAS current proposals are to replace this free text personal statement with a structured format consisting of 6 open questions:

• Motivation for Course – Why do you want to study these courses?
• Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
• Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
• Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
• Preparedness for study – What have you done to prepare yourself for student life?
• Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

This structured format does have some improvements over the existing personal statement. For example, Jones, Fryer and Westlake (2023) argue that shorter, more guided questions are likely to reduce the stress burden on applicants, and are more transparent, making the essay easier to write. However, there is still likely to be a significant effort involved in writing the statement, given the number of questions.

Simply breaking the personal statement down in this way is unlikely to overcome the many other issues discussed above.

First, the issue of unfairness will remain. Pupils from better-off backgrounds will still have more experiences and activities to draw on in answering the questions. In fact, reducing the remit of short-answer questions to more specific topics could further highlight the lack of extra-curricular opportunities some students have to draw upon, especially since students will then be forced to provide an answer for each topic regardless of whether they have anything they feel important to say. Given a lack of ways of verifying applicants’ information, survey research suggests that there is already an established culture of lying or embellishing on personal statements, which could be exacerbated if applicants feel forced to list opportunities. Issues with spelling and grammar and greater sophistication of language will remain, even in this environment. And independent school pupils can still avail themselves of extra help in answering the questions – in fact a structured format could even make it easier for independent schools to assist their pupils in completing the form. A further issue concerns the rise of ChatGPT software, which seems particularly suited to this new style of short question, now potentially posing an existential threat to the personal statement.

Second, the issue of whether shorter questions are likely to alleviate stress is also questionable. There is not an existing literature on the differences in stress between writing long-form personal statements compared to shorter questions; i.e., there is not a hypothetical study where participants experienced two conditions and levels of stress were compared. Assumptions that shorter questions are less stressful are based on inferences from qualitative data about the current UCAS application. Until such a study is conducted – or the results of the natural experiment that UCAS propose by changing the questions are analysed – this remains an assumption. There is a possibility that issues of opening sentences, structure and word limits will apply to each of the 6 proposed short responses, ultimately multiplying the stress compared to one response.

Finally, as has already been criticised elsewhere , any reference to the concept of ‘learning styles’ (the idea that students have inherent differences that require them to be taught the same concepts in different ways for the instruction to be effective) should be omitted. The concept of learning styles has been debunked but persists as a ‘neuromyth’ which is at best pointless and at worst harmful.

Removing the personal statement altogether

In order to move towards a fairer, more equal applications process, we believe the personal statement should be removed from the university application process altogether. This would not be an unusual situation. Many countries, such as the Republic of Ireland, operate a completely blind process where grades are the only admission criteria.

A potential criticism (as pointed out by Jones, Fryer and Westlake ) is that admissions would then be purely based on academic grades (plus an academic reference), meaning inequality could still arise if students’ grades (and teachers’ perception of them) do not accurately reflect their true ability. This is especially likely among more disadvantaged students, who have typically received far less investment in their education than their more advantaged peers. However, retaining the personal statement is unlikely to help with this problem, and may even compound it, if both grades and personal statements favour more advantaged students. A further potential problem is that the personal statement can be used as a means for students to highlight their extenuating circumstances – but this option could be retained without the personal statement.

The removal of the personal statement should be paired with a continuing push towards more contextual admissions. For example, in cases where there are several applicants with similar grades, places should be filled based on a contextual admission strategy (e.g., applicants on Free School Meals, from schools that traditionally send few applicants to university, etc., should be favoured). And beyond simply dealing with ties, students from low SES backgrounds should be given grade discounts. As we outline in a recent blog post, there is a clear economic rationale for the use of contextual admissions, to “level the playing field” at this crucial life stage. Any remaining ties in grades could be filled based on random assignment, which has also been shown to be a fair system of assignment when allocating individuals with the same levels of achievement.

The UK’s university applications system has remained unchanged for many years, and this reform is a unique opportunity to improve the fairness of the system. However, UCAS proposals do not appear to go far enough to achieve this goal.

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UCAS to Scrap Personal Statements from Next Year | This Week in Admissions News

The world of college admissions is ever-changing and for students with top university ambitions, it’s important to stay up-to-date on the latest developments. This week, UCAS announced that it will be scrapping the long personal statement as part of its wider reforms to admissions testing, while Harvard Medical School pulled out of the US News rankings. Check back next week to see what’s new and noteworthy in university admissions!

Ucas to scrap personal statements from next year.

Applications to Cambridge are set to change from the 2024 admissions cycle as UCAS has announced they will be scrapping the personal statement. The 4,000-character essay will be scrapped and replaced with a series of questions about the higher education course a student is applying for. The change comes amid claims that the personal statements favour middle-class students who may have better access to “high-quality advice and guidance”, according to Ucas, the Evening Standard reported.

The structured questions aim to “bring focus and clarity for students, reducing the need for support”. Kim Eccleston, head of strategy and reform at Ucas, said: “We believe this will create a more supportive framework, which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making.”

Cambridge had announced earlier in the year that they will be making some changes to their admissions testing as they were operationally unsustainable and “to deliver them affordably to students and higher education institutions.” The elite university has seen a drop in enrollment as well as applications over the last couple of years, owing to the Covid pandemic as well as an economic downturn in the UK.

Here are the changes we can expect in the UCAS from the 2024/25 admissions cycle:

• The 4,000-character personal statement essay will be scrapped and replaced with a series of questions about the higher education course a student is applying for
• Several university admissions exams, including BMAT (medicine), ENGAA (engineering), NSAA (natural sciences) and TMUA (mathematical skills) tests, will be discontinued
• The seven UK medical schools that use BMAT tests as part of their admissions process (Brighton and Sussex, Imperial, Lancaster, UCL, Cambridge, Leeds and Oxford) as well as medical and healthcare schools in other countries will put alternative arrangements in place

It should be interesting to see how the spread of AI will affect the college essay and personal statements. All of these changes are set to take effect from the 2024 admissions cycle - the 2023 cycle will continue as before. 

Other top stories in admissions news this week:

• Harvard Medical School announced it will no longer submit data to U.S. News & World Report for its “best medical schools” rankings. The decision was made due to concerns that the rankings create incentives for institutions to report inaccurate data and that the suitability of a medical school for a student is too complex to be reflected in a ranked list. This move follows the withdrawal of Harvard and Yale law schools (among other top schools) from the rankings in November, and is a reflection of the growing trend of elite institutions devaluing the importance of these rankings, which have traditionally played a significant role in shaping the decisions of prospective students.
• According to Times Higher Education , the Biden administration is planning to publish a list of programs/degrees that are considered to have low financial value for students. However, there is currently a lack of consensus on how to determine the economic worth of these programs. Amy Ellen Duke-Benfield, managing director of policy and research at Higher Learning Advocates, suggests that the department should consider metrics such as job opportunities for graduates and whether they possess the skills sought by employers when determining the list of programs.
• The PIE News writes on a new report from the Conference Board of Canada that highlights the need for a comprehensive strategy for the immigration and settlement of international students. The report states that despite the priority of Canadian stakeholders to retain international students after their studies, the government currently lacks a plan to effectively coordinate the granting of permits and selection of international students for immigration. The current lack of strategy creates friction for international students, and this problem could worsen as the growth in international student enrollment surpasses the planned increase in permanent immigration.
• English-language skills in China have slipped, according to a global proficiency ranking , especially among young Chinese, and some are blaming rising nationalism. The 2022 English Proficiency Index ranked China at 62, a low proficiency nation, down from a moderate proficiency ranking of 49 in 2021 and 38 in 2020. China lagged behind Singapore, the Philippines, Malaysia and Hong Kong, the latter of which has remained a high proficiency economy over the past three years. According to the report, education reforms in China over the past few years have led to a reduction in the time spent in schools teaching and speaking English.

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UCAS set to replace personal statements from 2024

13th January 2023

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The university application landscape seems set for reform according to reports this morning. UCAS wants to replace a unified personal statement with a series of six questions. Admissions service are also making changes to teacher references, and plans to release details of grade profiles that were accepted onto specific courses. The changes may arrive for the cohort applying in the autumn of 2024.

This might be worth a read:

Five steps UCAS is taking to reform the undergraduate admissions process

The newly published UCAS report is available here

Initial reaction from Geoff Barton here

‘Breaking down the personal statement into specific questions feels to be a step towards a simplified, fairer application process,’ says @RealGeoffBarton of @ucas_online announcement https://t.co/kwseX9NSZQ — Tes (@tes) January 12, 2023

No doubt a huge amount will be said and written as the consultation process gathers momentum. The six question approach appears rather prescriptive and there will be plenty of discussion I feel about the last question on preferred learning styles!

And in a month when ChatGPT and other emerging AI tools have dominated the education headlines, what price that these AI bots will be able to generate convincing written responses in seconds?

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Geoff Riley FRSA has been teaching Economics for over thirty years. He has over twenty years experience as Head of Economics at leading schools. He writes extensively and is a contributor and presenter on CPD conferences in the UK and overseas.

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A look into changes in Duke Law School's admissions process in response to affirmative action ruling

The Duke Law School.

In the wake of the Supreme Court’s recent ruling overturning race-based affirmative action, law schools across the country, including Duke, have made several changes to their application components for the 2023-24 admissions cycle.

The court’s June decision came only two months before Sept. 1, the most popular date to open applications for law schools. Some of the essay prompt changes were therefore announced on short notice. 

Duke Law School previously required a personal statement and offered applicants two optional essay prompts: a diversity statement and a statement of interest. After the Supreme Court’s decision, Duke Law School kept the personal statement and the optional statement of interest, but replaced the diversity statement with short essays.

Applicants are now required to submit one or two essays from a list of six prompts. Some of the new essay prompts invite applicants to share their “exposure to a diversity of perspectives and experiences” or their “special background,” while others center on applicants’ thoughts on equal justice, interest in public service, commitment to free expression and understanding of ethical leadership.

In previous years, many law schools required a personal statement and offered an optional diversity statement. For the 2023-24 admissions cycle, Harvard Law School has replaced the prompts with two new required essays, a statement of purpose and a statement of perspective. Several other law schools have also changed their application essay prompts, including Yale Law School .

“What they have out of this cycle is kind of testing the waters, if you will, to see if it's going to produce the kind of information they want with applicants,” pre-law advisor Patrice Barley said.

According to Barley, the lack of uniformity among law school essay prompts means applicants will have to spend more time tailoring their essays to every law school they apply to. 

“Since the pivot was so late in the application cycle, I think that law schools will be granting quite a bit of grace in the essay reading process this year, because applicants didn't have a lot of time to grapple with them,” Barley said.

Revamped essay prompts are not the only change coming to law school admissions. The logic games section of the Law School Admission Test will be replaced by either a reading comprehension or logical reasoning section beginning in August 2024. The changes will not affect the current admissions cycle.

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UCAS aim to scrap personal statements

It has been announced the once-crucial element of the UCAS application, the personal statement, will be removed in time for the 2024 admissions cycle.   

As a result of this change, we will see the short essay replaced with numerous short answer questions that are likely to question a student’s motivation for studying and how they are ready for this next level of study. UCAS hopes this change will work toward bridging the class gap created in the application process, in which middle-class teenagers often hold an advantage. 

As they continue to debate and refine which questions to use, UCAS seek to put a pupil’s ‘achievements into context.’ Professor Lee Elliot Major (the Social Mobility expert) at Exeter states that “No one should underestimate how important this reform will be in helping to level the playing field in university admissions.” Similarly, it is key to note that this change will also impact the teacher reference, which will be replaced with three structured questions to ‘encourage more objective comments.’ 

No one should underestimate how important this reform will be in helping to level the playing field in university admissions Professor Lee Elliot Major

While in a survey conducted last year, UCAS found that 72 per cent responded positively to the statement, and a more significant 79 per cent agreed that writing a personal statement is a struggle without support. Only time will tell if these changes level the playing field for university admissions.  

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As a print Editor-in-Chief Anabel enjoys writing a range of articles as she has received the Exeposé Rainbow Certification awarded to those who have written for every section. This year, she is working on leading and covering investigations with the News team.

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• Feb 2, 2023

UCAS to Scrap Personal Statements

The Universities and Colleges Admissions Service (UCAS) has announced plans to remove a central part of the application process – the personal statement – and replace it with a series of questions for prospective students. According to UCAS, this change is the start of a broader series of reforms.

The Future of Undergraduate Admissions report, released by UCAS on Thursday 12 January, has revealed changes to the application process after 83% of applicants surveyed reported that the process of writing their personal statement – a free text opportunity for students to demonstrate their skill and passion for the courses they are applying to – was stress inducing.

Furthermore, 79% of those surveyed agreed that the statement was difficult to complete without support, leading some commentators to view the process as a “mechanism to widen the gap”.

As a replacement for the personal statement, UCAS have identified six key areas that admissions departments are interested in: motivation for course, preparedness for course, preparation through other experiences, extenuating circumstances, preparedness for study, and preferred learning styles. These areas will be formulated into targeted questions for students to answer, rather than the current, more generalised approach.

UCAS have confirmed that these areas will continue to be refined with the help of both applicants and education providers.

According to UCAS, both students and providers (both universities and colleges across the UK), have “identified a preference for structured questions that bring focus and clarity for students, reducing the need for support. This approach also supports comparability for providers.

Students who have completed the UCAS process in the past have reflected on how these changes would have been beneficial to their own university application experience.

“The personal statement was definitely the most troubling part of the UCAS process,” Luke, a second-year student, told The Saint.

“If [UCAS] had made it more structured, I would have had a lot less stress during the end of schooling”.

International students here at the University of St Andrews are also welcoming the change. “I found the personal statement difficult because it was nothing like what I had to do for applications in my own country,” Emily, a first-year international student, said.

“I wouldn’t have been able to do it without the help of tutors I found who had done UCAS before. We had regular meetings just to make sure my statement would be competitive. It added a lot of stress”.

The personal statement section is only the start for changes in the UCAS process; references and grade reporting are also being altered based on feedback provided by those involved.

UCAS have announced changes to the academic referee portion of the application, similar to changes being made within the personal statement section. Instead of a free text approach where referees are given the opportunity to promote their students’ prospects, referees are given “three structured questions” to answer, so that providers are more able to find information required for selections.

The three questions relate to the school or college of the applicant, extenuating circumstances that may affect the applicant’s performance, and a final section to provide any information that the referee “thinks that universities/colleges should be made aware of”.

‘Entry Grade Reports’ are also being built into the UCAS online platform. The feature will make it easier for students to locate courses where entry would be achievable based on their secondary school grades. According to the Future of Undergraduate Admissions Report, “these reports will give visibility of the range of grade profiles that have been accepted for entry to courses over a five-year period”.

UCAS are welcoming ongoing input from both students and providers on the proposed changes. Surveys and opportunities for input are available on the UCAS website.

The University of St Andrews declined to comment on the changes to the application process.

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Victor Wembanyama’s Injury Status vs. Denver Nuggets Revealed

The San Antonio Spurs have released their injury report vs. Denver

• Author: Joey Linn

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The Denver Nuggets and San Antonio Spurs are set to face off on Friday night in another exciting battle between Nikola Jokic and Victor Wembanyama. The Spurs have released their injury report for this game, and Wembanyama is not listed, meaning he is available to play.

Wembanyama missed San Antonio’s last game, which was a blowout loss to the Oklahoma City Thunder, but he is back in the mix for this game. With Jokic listed as probable, fans should get this fun matchup again.

The Nuggets recently picked up a huge win over the Minnesota Timberwolves to regain sole possession of the first seed. While Denver has not clinched the top spot in the Western Conference just yet, they are on the brink of doing so. 

The Spurs have been playing better basketball to close the season than they played for much of the year. This hasn’t always resulted in wins, but San Antonio has been competitive in a lot of games against playoff teams, including their recent matchup against the Nuggets.

With a star like Wembanyama, the Spurs have a chance to win each night. They haven’t done so very often this season, as their rebuild effort still has a long way to go, but Wembanyama’s improvement throughout the season has made them a much tougher opponent as the year has gone on. 

As previously mentioned, Denver still has a lot to play for at this point in the season. The situation is different for San Antonio, as they have an eye for next year, but Denver is still trying to lock up the first seed in the West.

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DuckDuckGo Launches 3-in-1 'Privacy Pro' Subscription With VPN and Personal Data Removal Tool

DuckDuckGo today announced the launch of Privacy Pro , a new subscription service that bundles three privacy-focused features together.

The VPN works on up to five devices simultaneously, so it can be installed and used on a Mac, iPhone , iPad , and other devices at the same time. It is turned on through the DuckDuckGo browser so a second app is not required, and it does filter traffic through all apps and browsers.

DuckDuckGo's personal information removal tool regularly scans 50 sites that sell information, such as Spokeo. Personal information is stored on device, and removal requests are initiated using the information provided during setup. The process is automated, and there is a dashboard to monitor results.

Identity theft restoration includes the support of a dedicated advisor that will work with users to restore stolen accounts, replace bank cards and other identifying documents, recover financial losses, and correct credit reports.

Privacy Pro from DuckDuckGo is priced at $9.99 per month or $99.99 per year, and it is currently only available in the United States. Users will need to ensure they are using the latest version of the DuckDuckGo browser to take advantage of the features.

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Expected to see new AI-focused features and more. Preview coming at WWDC in June with public release in September.

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• What is a cash flow statement? 

Components of a cash flow statement

What is negative cash flow.

• How to read a cash flow statement 

What to watch for in a cash flow statement

• The significance of cash flow 
• Cash flow vs. profit: Understanding the difference 
• The role of cash flow in assessing company health 
• Preparing a cash flow statement 

Cash flow statement FAQs

Understanding a cash flow statement.

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• A cash flow statement is one of three key documents used to determine a company's financial health.
• Cash flow statements provide details about all the cash coming into and exiting a company.
• A cash flow statement alone will not show all the necessary financial data to accurately analyze a company.

Companies with stocks that trade on public exchanges are required to periodically disclose a wide range of documents with detailed information about their operations. The cash flow statement is one of the most important to understand.

What is a cash flow statement? 

Definition and overview.

Cash flow statements are financial accounting statements that provide a detailed picture of the movement of money through a company — both what comes in and what goes out  — during a certain period of time. Using the information contained in a cash flow statement, business owners, shareholders, and potential investors can see how much cash a business is bringing and how much it's spending in a given period. In conjunction with other documents, cash flow statements can help you understand how financially healthy a company is.

Usually, cash flow is divided into three main categories: operations, investment, and financing. "Cash flow statements really just show business operations' impact to cash," says Dondrea Owens, CPA and founder of The Creative's CFO . 

A company's cash flow statement is one of three key reports that investors and other interested parties use to determine its financial performance. The others are the income statement and balance sheet. Together, they depict a company's finances. In the US, the Securities and Exchange Commission (SEC) requires publicly traded companies to provide them. 

Though all three documents deal with a company's money, they look at it from different angles. "We find that a lot of folks start with the balance sheet and the income statement," says Meredith Tucker , CPA at Kaufman Rossin . "And yet, I think the cash flow statement is one of the most helpful."

Cash flow provides important context to information that might not be apparent on a different financial statement. If a business makes a sale to a customer, that revenue often goes on an income statement and contributes to the company's overall profit or loss. However, if an invoice isn't due right away or the company extends a line of credit to the customer, the actual cash may not hit the company's bank account for months. This is why understanding cash flow is so important. 

In general, cash flow statements show a company's ability to operate. If an organization doesn't have enough cash to pay its expenses during a given period, it may not matter how many realized sales it has made. 

"From an investor standpoint, I want to know how a company is using the money I'm going to give them," Tucker explains. This is another reason cash flow statements can be important. They don't just show how much money was spent, but where it was spent.

"Are they diverting cash to repay debt? Are they distributing it out to shareholders? Are they losing money because they're extending more and more credit to their customers? Those are the kinds of things we want to see," Tucker says.

Knowing the key components of a cash flow statement is important for anyone who wants to understand the financial health of a company. Cash flow statements start with the amount of cash an organization had at the beginning of an accounting period and finish with the amount of cash the organization has at the end of the period. Everything in the middle details cash transactions as money entered and left the company. 

In general, this middle portion will be separated into three distinct categories: operating activities, investment activities, and financing activities. Within each category, line items show where money went or came from. 

Not every company will have the exact same line items on its cash flow statement, which Owens says is normal and not a cause for concern. Usually, money entering the company will be written as a numeral, and money exiting the company will include parentheses around the amount.

Operating activities

"The operating section is going to tell you about all the run-of-the-mill things that affect cash," Tucker says. These are the types of cash activities many people automatically associate with running a business: income from customers, wages to staff, inventory purchases, and income taxes, for example. 

In the statement above, you can see that within the last year, $975,000 was paid to the company from customers, and the organization spent a total of $563,050 on all operating expenses. In this example, the organization's operating costs come from inventory purchases, operating and administration expenses, wages, interest, and income taxes. The net cash flow from operations lines shows the difference between these two numbers, in this case, $411,950.

Investing activities

The net cash flow from the investing line shows the change in cash flow from all investing activities. In a business, investment activities may include the purchase or sale of physical assets, investment in securities, or the sale of securities. 

In the example above, the business only had two items that could be categorized as investment activities: selling property or equipment for $33,600 and purchasing property or equipment for $125,000. In this category, the company spent $91,400 more than it brought in, making that number its net cash flow from operations.

Financing activities

The final category on the balance sheet shows all cash transactions that had to do with financing activities. Things that would go in this category include activities that involve debt, equity, or dividends. In our example above, the company paid $38,000 and $52,000 to loan repayments and dividends, respectively. The organization didn't bring in any money through financing activities, so the net cash flow from financing is negative $90,000.

Negative cash flow appears when a company spends more than it generates in a certain period. A company may have an overall negative cash flow or any one of the sections may have negative cash flow, as the previous example shows in the investing and financing sections. 

"Negative cash flow isn't always bad," Owens says. "Companies do go through growth phases where they are spending money to make money." As long as the negative cash flow is planned, it's not an immediate red flag. 

Negative cash flow could also come down to a timing issue. "An accounting firm is a perfect example," Tucker explains. The busy season for accountants is often the beginning of the year when taxes are due, but most of those receivables won't be paid immediately. Though the business is generating revenue, the cash isn't in the account yet. 

On the other hand, if there is a pattern of cash flow issues, that could be a warning sign that the company isn't managing its money well. If you see a negative cash flow, it's worth looking into the reason to determine whether or not it's cause for concern.

How to read a cash flow statement 

Identifying cash sources and uses .

Businesses can obtain cash from various activities, ranging from selling their goods and services to selling securities at a profit. The most basic sources of cash, for example receiving income from customers, are outlined in the operating activities section of the cash flow statement. 

Companies can also generate cash flow by issuing equity or borrowing money. Both of these come with their own unique costs and benefits. Issuing equity does not come with the same obligations as taking on debt. If a company borrows money from a bank and is unable to pay that money back, the lending institution could go after the organization's assets in an attempt to recover the funds it lent out in the first place. 

Analyzing the company's liquidity and financial flexibility 

You can get a good sense of a company's liquidity by using the cash flow statement to determine working capital, funds that are used to ensure that a business can operate in the short-term. To determine working capital, subtract its liabilities from its assets. 

Assets are composed of cash and near-cash assets such as short-term liabilities, while liabilities would include money you owe to vendors and employees, as well as taxes you must pay. 

Though a cash flow statement can't tell you everything about a company's financial viability, there are some things to watch out for in them that can be particularly telling. "A green flag for me is if there is positive cash flow coming from operations," Owens says. "That's a good sign that the company is generating cash just from its operations."

On the flip side, he explains that negative cash flow from operations could be an indicator that something isn't going well with the company and might require additional research. 

Owens also recommends looking at the financing section, particularly to see if the business is bringing in most or all of its cash from loans or other sources of financing. "This isn't always a bad thing," she says. For example, it might be normal in a startup. But if most of the money is coming from financing, it's worth taking a second look, especially if the money will eventually need to be repaid. In general, the more cash that comes from operations, the better, Owens says. 

The significance of cash flow 

Cash flow vs. profit: understanding the difference .

Cash flow represents the money moving in and out of a business, whereas profit is what an organization has after subtracting all of its expenses from its revenue. 

Both of these terms can be either positive or negative. A company can have positive or negative cash flow, or alternatively, it can be generating positive profits or negative profits, which are generally described as losses. 

The role of cash flow in assessing company health 

Reviewing a company's cash flow will help an investor obtain a sense of how well-prepared that organization is to cover its financial liabilities. It can also help give investors greater insight into whether an organization is expanding or is in decline. If a company is repeatedly experiencing negative cash flow, this could hamper its ability to put money toward activities that would generate expansion, for example marketing, sales and public relations. 

Further, a company that keeps generating negative cash flow might have to lay off employees in order to generate positive cash flow. These cutbacks could in turn impact an organization's ability to function. 

Cash flow statement vs. income statement vs. balance sheet

Though cash flow statements include plenty of helpful information, they alone will not tell you a company's entire financial picture. They work best when analyzed in conjunction with the income statement, which shows its profit or loss, and balance sheet, which details assets and liabilities. At times, one statement may answer a question the other poses. For example, if you look at a company's balance sheet from one year to the next and see its cash assets went from $1 million to $500,00, at first glance, this could look alarming. But, if you follow up with the cash flow statement, you may see the money was used as part of an investing activity and went toward the purchase of another facility that could increase the company's profitability long-term. "Make sure you understand the story that these financial reports are presenting to you," Tucker says. "You really need the interplay to interpret the full story."

Preparing a cash flow statement 

Steps and key considerations .

The first step in preparing a cash flow statement is determining how much cash (and cash equivalents) a business has at the beginning of the period in question. This gives you the starting balance. 

The next step is to determine cash flow from operating activities. One way of assessing this, called the direct method, involves calculating the cash brought in through operations and subtracting the cash spent through such activities. This method involves accounting for all transactions that resulted in cashing going into (or out of) a business during the specified time frame. 

After that, determine cash flows associated with investing activities, which involves the purchase or sale of any assets like securities or real estate. 

Creating the next section of a cash flow statement involves calculating any cash that went in or out of a business as a result of financing, for example issuing equity or taking on debt. 

Once you have calculated the aforementioned amounts, you can use it to determine how much cash (and cash equivalents) a business has at the end of the period in question. You can subtract the starting cash flow from this amount to figure out how much cash a company made (or lost) during the period. 

A cash flow statement provides information on a company's financial health and liquidity, as well as its ability to function in the short-term. 

A cash flow statement includes actual cash transactions, while an income statement can list non-cash receipts. The balance sheet, alternatively, offers a summary of a company's assets and liabilities during a certain period. 

Negative cash flow can potentially indicate a company putting money toward its own expansion. However, sustained negative cash flow can signal that an organization is struggling financially. 

SEC regulations obligate publicly traded companies to produce cash flow statements on a quarterly and annual basis. 

Small businesses can most certainly benefit from creating cash flow statements, as these documents can help them keep track of how easily they can pay for their short-term obligations and make long-term strategic plans.

• Main content

LDS leaders alter temple recommend questions to make it clear: No room for personal interpretation on garments

New statement tells members they are to be worn “day and night throughout your life.”.

(The Church of Jesus Christ of Latter-day Saints) Underclothing, known as garments, worn by faithful men and women of The Church of Jesus Christ of Latter-day Saints are shown in these church-authorized photos. The church has alerted temple recommend questions to reemphasize the wearing of garments "day and night."

A Latter-day Saint general authority warned last month that a new statement about wearing temple garments that was more strict and less open to individual choice was coming.

Now, it’s here.

On Friday, the governing First Presidency of The Church of Jesus Christ of Latter-day Saints sent a leader to all local and regional male leaders that reiterated the importance of the sacred underwear worn by temple-going members as a “reminder of [their] covenant relationship with [Jesus Christ] and Heavenly Father.”

The letter also explains that one of the temple recommend questions — used to determine a member’s “worthiness” to enter the holy place — has been revised and another one added.

The changes are subtle, rather than broad, but there is a clear message: Garments are to be worn “as instructed in the temple” and not left to members’ own inspiration and interpretation.

General authority Seventy Kevin Hamilton reportedly said as much during a March stake (regional) conference in Elk Grove, Calif.

Hamilton, who serves on a committee studying possible redesigns of garments, told the assembled lay leaders that too many younger women wear them mostly on Sundays and when attending the temple and then opt for “yoga pants” during the week.

Temple recommend questions — then and now

(The Church of Jesus Christ of Latter-day Saints) An instruction room inside the new Taylorsville Utah Temple.

Until now, the church’s online handbook has directed leaders to ask templegoers — women and men — if they wear the garment “as instructed in the endowment .”

An additional statement explained that “the garment should be worn beneath the outer clothing. It should not be removed for activities that can reasonably be done while wearing the garment, and it should not be modified to accommodate different styles of clothing.”

The handbook added that “members should seek the guidance of the Holy Spirit to answer personal questions about wearing the garment.”

The new question is: “Do you keep the covenants that you made in the temple?”

A second question has been added: “Do you honor your sacred privilege to wear the garment as instructed in the initiatory [a temple ritual] ordinances?”

The new statement to be read to every recommend seeker says the sacred underclothing “reminds us of the veil in the temple, and that veil is symbolic of Jesus Christ. When you put on your garment, you put on a sacred symbol of Jesus Christ. Wearing it is an outward expression of your inner commitment to follow him.”

The instruction is to “wear the garment day and night throughout your life. When it must be removed for activities that cannot reasonably be done while wearing the garment, seek to restore it as soon as possible.”

The allowance for individual inspiration from the Holy Ghost has been deleted.

The First Presidency, led by 99-year-old church President Russell Nelson, promises that as members “keep the covenants they have made, including the sacred privilege to wear the garment, they will have greater access to the Savior’s mercy, protection, strength and power.”

A clear concern

Proper garment wearing was a topic discussed by two church leaders — one woman and one man — at the faith’s recent General Conference .

Covenants “do not take a day off,” said Dallin H. Oaks, Nelson’s 91-year-old first counselor and next in line to lead the global church, so “to remove one’s garments can be understood as a disclaimer of the responsibilities and blessings to which they relate.”

On the other hand, those who wear their garments “faithfully and keep their temple covenants,” Oaks said, “affirm their role as disciples of the Lord Jesus Christ.”

(The Church of Jesus Christ of Latter-day Saints) President Dallin H. Oaks speaks at General Conference on Sunday, April 7, 2024.

The wearing of sacred underwear by Latter-day Saint women and men “is both a sacred obligation and a sacred privilege,” said J. Anette Dennis, first counselor in the worldwide women’s Relief Society presidency. The “garment is deeply symbolic and points to the Savior.”

Members wear “the garment of the holy priesthood, both during temple worship and in our everyday lives,” Dennis said. The holy underclothing “reminds us that the Savior and the blessings of his Atonement cover us throughout our lives. As we put [it] on …. that beautiful symbol becomes a part of us.”

[Learn more about the challenges Latter-day Saints, especially women, face in wearing garments and the choices they are making in this “Mormon Land” podcast recorded in the wake of Hamilton’s speech and just before the latest General Conference.]

(Trent Nelson | The Salt Lake Tribune) General Relief Society counselor J. Anette Dennis speaks at General Conference on Saturday, April 6, 2024.

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Consumer Reports asks USDA to remove Lunchables from schools' lunch menus

Ayana Archie

Joe Hernandez

In this photo illustration, a pack of Lunchables is displayed on Wednesday in San Anselmo, Calif. Consumer Reports is asking for the Department of Agriculture to eliminate Lunchables food kits from the National School Lunch Program after finding high levels of lead, sodium and cadmium in tested kits. Justin Sullivan/Getty Images hide caption

In this photo illustration, a pack of Lunchables is displayed on Wednesday in San Anselmo, Calif. Consumer Reports is asking for the Department of Agriculture to eliminate Lunchables food kits from the National School Lunch Program after finding high levels of lead, sodium and cadmium in tested kits.

The advocacy group Consumer Reports is urging the federal government to remove Lunchables from the national free and reduced-price school lunch program after an analysis found high amounts of sodium and elevated levels of heavy metals.

Brian Ronholm, director of food policy at Consumer Reports, said the meal kits aren't healthy for children and called on the U.S. Department of Agriculture to toss the brand from its National School Lunch Program.

"The Lunchables and similar lunch kits we tested contain concerning levels of sodium and harmful chemicals that can lead to serious health problems over time," Ronholm said in a statement. "The USDA should remove Lunchables from the National School Lunch Program and ensure that kids in schools have healthier options."

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Consumer Reports said it found high levels of sodium in Lunchables, detected lead and cadmium in tests and also observed the presence of phthalates, which can impact reproductive health and the human hormonal system.

A USDA spokesperson said the department doesn't allow or disallow individual food items, but rather sets requirements for the overall nutritional content of meals on a daily or weekly basis.

"So, the Lunchables described in the article would need to be paired with fruit, vegetables and milk," the spokesperson said. "In addition, a school who wanted to serve a higher sodium product one day has to balance that with lower sodium items on others."

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They added that the USDA "takes very seriously our responsibility to ensure school meals are of the highest nutritional quality" and that it has been helping more schools use local ingredients and cook additional meals from scratch.

Kraft Heinz says it stands by the quality of Lunchables

In a statement, a spokesperson for Kraft Heinz, which makes Lunchables, said all of its products meet strict safety standards and that lead and cadmium occur naturally in the environment and may show up in food at low levels.

"We are proud of Lunchables and stand by the quality and integrity that goes into making them," they said.

Kraft Heinz has also improved the nutritional benefits of Lunchables recently by adding fresh fruit and reducing the sodium found in its crackers, the spokesperson added.

Consumer Reports says two varieties of Lunchables are currently served as part of the school lunch program: Turkey and Cheddar Cracker Stackers and Extra Cheesy Pizza.

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The group tested store-bought versions of those varieties and found that they had 74% and 69% of the California lead maximum, respectively. Consumer Reports said it used California's threshold for lead as a benchmark for testing rather than the federal limit, because California's standard is "currently the most protective."

The group tested 12 meal kits in total, including Lunchables and other brands, and found at least one type of phthalate in every kit except the Extra Cheesy Pizza variety.

Consumer Reports says Lunchables for schools have higher sodium levels

Consumer Reports also found that Lunchables made to be distributed in schools, which have whole grains in the crackers and additional protein, contain more sodium than those found in stores.

The turkey-and-cheese variety in schools has 930 mg of sodium, compared to the 740 mg found in commercially available kits. For schools, the pizza variety has 700 mg of sodium, while the option sold in stores had 510 mg.

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That means the turkey-and-cheese option has nearly half the sodium of the federal daily suggested amount, while the pizza selection has 34% of the recommended daily sodium amount and more than 50% of California's limit for cadmium, the group found.

A petition created by Consumer Reports to push the USDA to remove Lunchables from schools had more than 14,000 signatures Wednesday afternoon.

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