University mathematics education: two worlds

What follows is a table of distribution of UCAS Tariff Scores actually achieved by entrants into Mathematics at Cambridge and Wolverhampton in 2014 (taken from the official source, https://unistats.direct.gov.uk/Compare-Courses) :

 

Cambridge Wolverhampton
< 120 0% 10%
120 – 159 0% 5%
160 – 199 0% 25%
200 – 239 0% 25%
240 – 279 0% 15%
280 – 319 0% 5%
320 – 359 0% 5%
360 – 399 0% 5%
400 – 439 1% 0%
440 – 479 2% 5%
480 – 519 4% 0%
520 – 559 12% 0%
560 – 599 13% 0%
600+ 68% 0%

 

Let us do some aggregation:

Cambridge Wolverhampton
< 400 0% 95%
400 – 479 3% 5%
480+ 97% 0

100% of new students at Wolverhampton are within the range of the lowest 3% at Cambridge and 95% at Wolverhampton are below the Cambridge range
entirely. And this does not include STEP, compulsory at Cambridge.
We have to accept that Cambridge and Wolverhampton belong to two different nations separated by the deep socio-economic, class and caste schism. This is a “first world / third world” division. How one could measure “learning outputs” at the two universities using the same numerical scale when *inputs* are so different?