Well, it might not be voluntary. A parent might have lost their job, or VAT additions might make it unaffordable, or perhaps the school may have closed. If the state school the child then attended was a poor one, should that make a difference to university admissions tutors?
Up until the last few months, nobody has switched due to VAT. And it’s always been the case that parents’ circumstances might change or that schools might close. Extenuating circumstances can be flagged on UCAS applications.
A PP posted a Telegraph article suggesting that moving to a grammar or state sixth form might improve chances of going to Oxbridge. Moving to a comprehensive doesn’t improve chances. The Telegraph also helpfully linked to the sixth form colleges that send the most students to Oxbridge; unsurprisingly, not all sixth form colleges are equal.
You'd have to assume that the private school would accept the child only on the basis that they passed entrance tests, so yes, in spite of the child's previous state education he or she is at a sufficient level to attend the private school. That being the case, should he or she be judged according to his or her state school (to GCSE) or private school (A Levels) educational background by the university?
Given that the context of the discussion was Oxbridge admissions (which would consider where GCSEs were taken), can you tell me which other UK universities would consider separately where GCSEs and A levels were taken?
The reason I ask is that your previous posts seem to suggest that you think universities ought to 'see through' what might in some cases be a ruse used by canny parents to disguise their child's private school education by switching for the final years to a state school, or in other words, to judge a candidate more harshly if he or she has attended a private school prior to A Levels.
Again, the discussion was specifically regarding Oxbridge admissions, where both universities consider the context of the schools where GCSEs and A levels were taken. Is it ‘judging more harshly’ or objectively assessing the benefits / disbenefits of school types?