Data Stories
UK Data
Insight into the UK's education system through data
- Consistent with 2017 and 2018 findings, 1 in 2 disadvantaged pupils and around 4 in 5 (78%) of pupils from affluent backgrounds reach the English and Maths benchmark by age 19.
- Therefore, across the year years, advantaged students are 55% more likely to attain a 4/C in their GCSE Maths and English.
- In several LEAs, advantaged pupils were twice as likely to achieve the two qualifications than their less affluent peers: Blaby; Bromsgrove; Copeland; Mole Valley; North Warwickshire and South Bucks.
Proportion of students with a Level 2 qualification in English and Maths by age 19 across Local Education Authority (LEA) in England.
- The proportion of students who reached the age of 19 with a level 2 (e.g., GCSE or Functional Skills qualification) in Maths and English, as of 2017.
- On average, around 4 in 5 (78%) of advantaged pupils passed (i.e., attained a C/4 or higher) the two subjects by the time they exited compulsory education.
- By contrast, 1 in 2 disadvantaged students met this benchmark. This is consistent with recorded outcomes in 2017.
- As was the case the previous year, the Isles of Scilly was the only LEA where disadvantaged pupils were more likely to pass their Level 2 Maths and English than their more affluent peers.
Proportion of students with a Level 2 qualification in English and Maths by age 19 across Local Education Authority (LEA) in England.
- The proportion of students who reached the age of 19 with a level 2 (e.g., GCSE or Functional Skills qualification) in Maths and English in 2017.
- On average, 4 in 5 (78%) of advantaged pupils passed (i.e., attained a C/4 or higher) the two subjects by the time they exited compulsory education.
- By contrast, typically 1 in 2 disadvantaged students met this benchmark.
- The Isles of Scilly was the only local authority where disadvantaged students were more likely to attain a C/4 or higher in both subjects at Level 2 than their more affluent peers.
Proportion of students with a Level 2 qualification in English and Maths by age 19 across Local Education Authority (LEA) in England.
- The number of individuals recorded as being in education, employment or training by local authority over the time period 2014 to 2018.
- There is significant variation in five-year changes to the % of FE leavers identified as in Sustained Positive Destinations across local authorities, ranging between -71% (East Herefordshire) and 107% (Sedgemoor)
- Sustained positive destinations refer to those FE leavers recorded as being in education, employment or both.
*2016 entries excluded due to data gaps.
Variation in the proportion of Further Education (FE) leavers recorded as being in education, employment or training after course completion by local authority.
- On average, slightly below 3 in 4 (72.48%) of A Levels across the listed regions were accredited an A*-C in 2018/19.
- The percentage of top awards regionally varied between 60% in Sandwell to 87% observed in York (rounded to the nearest whole number).
- A*-B regional performance is a statistically significant predictor for the regional variation of A-Levels accredited an A*-C (p<0.001).
- Schools in London, the South East and West Midlands typically outperform those in the East of England and South West. However, higher performance is only statistically significant in Yorkshire and the Humber and the North East (p<0.05).
*Data not available for Knowsley.
A Level Entries graded A*-C by region
- On average, slightly under 1 in 2 (46.15%) of A Levels across the listed regions were accredited an A*, A or B in 2018/19.
- The percentage of awards graded higher than a C regionally varied between 30% in Sandwell to 67% observed in Trafford (rounded to the nearest whole number).
- The percentage of qualifications awarded an A* or A is a statistically significant predictor of A*-B attainment (p<0.001). Therefore, those areas that had a higher percentage of A*-As typically observed a comparatively higher percentage of A*B awards.
- The North West and South West typically outperformed other regions in the percentage of A-Level qualifications awarded as A*, A or B. However, this is not statistically significant (p>0.05).
*Data not available for Knowsley.
A Level Entries graded A*-B by region
- On average, 1 in 5 (20.33%) of A Levels across the listed regions were accredited an A or A* in the 2018/19 during the 2018/2019 examination series.
- The percentage of top awards regionally varied between 10% in Sandwell to 43% observed in Reading (rounded to the nearest whole number).
*Data unavailable for Knowsley.
A Level Entries graded A*-A by region
- A-Level Subjects include: Maths; Further Maths; Biology; Chemistry; Physics and Computing.
- Nationally, there were more were more provisional female than male entrants into STEM subjects across the 2020/2021 year group (56.45% versus 43.55%).
- Follows 2019 trends, when female students first overtook male students in STEM A-Level subjects.
- Female entries into Computing and Further Maths are notably low compared to other STEM subjects. Over 19 times more female students take Biology than Computing, on average.
- Students from the North West, South East, West Midlands and London are statistically more likely to take STEM subjects at A Level compared to pupils studying at schools in the North East, South West and East Midlands (p<0.001).
Percentage of female entries for STEM A-Level subjects based on Provisional Entries Data
- On average 49.9% students achieve a grade 5+ in both English and Maths
- Results vary significantly by constituency
- Over 70% students achieve these grades in 5 constituencies – Altrincham and Sale West, Wycombe, Hitchin and Harpenden, Southend West and Chipping Barnet
- In 4 constituencies, 27% or below achieve these grades – Great Grimsby, Knowsley, Nottingham North and Bootle
Proportion of GCSE students achieving 5+ in both English and Maths in 2020 by Constituency
- On average, 49.9% of pupils in England achieved a grade 5 or above in both English and Maths.
- Performance by Local Education Authority varies significantly.
- In Trafford LEA, 68% of students reached this level; in Knowsley, 30 miles away, the figure was 27%.
Proportion of GCSE students achieving grade 5+ in both English and Maths in 2020 by LEA
Levers of change: Ways that policymakers can shape the education system
With a general election looming there is much debate in the world of education about the next government’s decisions on what our children learn. But deciding this is only part of the issue for any new government. Just as important is understanding how they can actually implement those decisions. Knowing the advantages and drawbacks of all the different levers at government’s disposal is vital. In this blog, AQA’s head of external affairs Reza Schwitzer discusses what these levers are and their pros and cons.
Extended Project Qualifications: What do the statistics say about student growth?
A former student from Nottingham College won top prize in AQA’s Project Excellence Awards 2023/24 for her Extended Project Qualification on Queerness and Vampirism. Jessica Burton is now embarking on the next stage of her education journey on Cambridge University’s Foundation Year in Arts, Humanities and Social Sciences, thanks in part to the UCAS points earned through her EPQ. With that in mind, it seems the ideal moment for AQi to explore what the statistics say about how completing an EPQ can improve progression to Higher Education, degree course outcomes and social mobility.
Digital exams: A chance to make assessment more accessible for all
A recent symposium on inclusive educational assessment at Hughes Hall, Cambridge, attracted experts from across the country. AQA lead researcher Dr Katy Finch was in the audience listening to leading academics from the fields of social exclusion, autism, dyslexia and neurodiversity. In this blog, Dr Finch draws on ideas discussed that day to deliberate on the opportunities digitising assessment offers those facing barriers in mainstream education and asks: Can we use Digital Exams as a chance to make assessment more inclusive for everyone?
The Baker Reforms: What is their legacy 35 years on?
In 1988, Lord Baker created arguably the most important piece of education legislation since the war. The impact of the Education Reform Act is almost undeniably greater than anything that has come since. Its significance was immediately apparent but, if anything, it may be even more significant now. AQi investigates the legacy of the Baker education reforms 35 years on.
Post exam analysis: How to improve student experience
Every year, once exam season ends, AQA experts look at student scripts to assess how well the exam papers were constructed. AQA’s 2023 Maths GCSE performed particularly well, even though grading returned to 2019 standards and the Advance Information used in 2022 was not there. Andrew Taylor, head of maths curriculum and Shaun Procter-Green, maths assessment lead, tell how their work redesigning the papers paid off, allowing students to better show off their skills.
Let’s make it happen: The case for digital exams
AQA has published a new report outlining why now is the right time to start moving towards digital exams in some subjects. Making It Click: The case for digital examinations in England argues that far from being a revolutionary move, moving some exams off paper and onto the computer screen is the latest evolution in education in the same way that fountain pens replaced quills and scrolls morphed into printed books. In this blog, Adam Steedman-Thake, AQA’s Policy and Evidence Manager, gives the highlights of his report. He outlines the research that informed AQAs position and shows the benefits of digitally examining some subjects for learners, teachers and the education sector as a whole.
Greater Manchester’s MBacc: What digital skills education could look like
Mayor of Manchester, Andy Burnham, wants Greater Manchester’s digital sector to become ‘world-class’ employing 95,000 people by 2026. Creating a Greater Manchester Baccalaureate (MBacc) to guide technical education locally is central to his plans for developing highly-skilled, workplace-ready young people. But what skills will students need if they are to succeed in the digital era and how can schools teach them? John Sibbald, one of the mayor’s advisors in his MBacc planning group, thinks it is time to switch focus from teaching ‘digital skills’ to developing students ‘digital agency’ instead.
On-line and on-demand: The future for assessing Numeracy, Literacy and Digital Fluency?
Numeracy, Literacy and Digital Fluency are the skills that will ensure young people are prepared for the wider world when they leave education. AQA has published a new report proposing a new assessment, similar to a driving test, for all students including those who struggle in the current system. Author of “A, B, C, it’s as easy as 1, 2, 3” Towards new assessments for Numeracy, Literacy and Digital Fluency, Adam Steedman Thake, AQA’s Policy and Evidence Manager, highlights key points from his report that illuminate the problem and signpost a much-needed solution.
Bacc again: A policy briefing on baccalaureate curriculum models
What could a baccalaureate look like in England? AQi explores some of the options.
Citizenship Studies: Inspiring civic responsibility
In a recent episode of Alistair Campbell and Rory Stewart’s popular podcast, ‘The Rest is Politics’, the pair discussed political education in school. Both spoke of their surprise at the lack of knowledge about government and the political process in students they had met and agreed the subject should be taught from an early age. But did they know that teachers already have a ready-made tool to do just that? Keen podcast listener and AQA’s Head of Curriculum for Citizenship Studies, Matt Narain, fills in the blanks to reveal how young people are being educated about the political sphere.