Annex A
A-LEVELS AND
STEM SUBJECTS (FROM
SECTION 1)
The Russell Group remains concerned by the long-term
decline in pupils taking science and mathematics (STEM subjects)
at GCSE and A-level. Numeracy is essential for many undergraduate
courses at our universities, particularly in engineering, economics
and medicine.
In order to improve science, technology, engineering
and mathematics (STEM) teaching in schools, Russell Group universities
are building strong relationships with local schools and colleges
as well as engaging with curriculum reform.
Declining numbers of pupils in "subjects
of strategic importance"
— Students taking "traditional"
subjects (physical sciences, maths, languages) at A-level have
become worryingly low despite a few recent trend-bucking increases.
— As the graph shows, although there have
been some recent improvements, from 1989-2007 entries have fallen
by 28% (maths), 39% (physics) and 15% (chemistry) despite total
entries soaring 25%.
— From 1989-2004, maths entries fell by
40%. Following curriculum changes from 2006-7, the number of candidates
taking maths has started to increase.
— In 2007-8, the number of candidates taking
maths rose by 7.5% while science subjects saw increases in chemistry
(3.5%), biology (2.7%) and physics (2.3%).
— However, these numbers remain significantly
below their previous levels after almost two decades of decline.
Sector Variation in subject choices
— Non-selective state school students are
far less likely to take key subjects like Chemistry and Physics
at A-level.— Only 2.6% of media studies A-level entries
are from independent schools compared to 15% of entries on average
across subjects.
|
| Subject | Non-selective state
entries (2006)
| % non-selective
state
| Independent entries
(2006)
| % Independent |
|
| Law | 12,991
| 96% | 188
| 1.4% |
| Media Studies | 21,289
| 93% | 603
| 2.6% |
| Psychology | 41,816
| 86% | 2799
| 5.7% |
| PE | 17,699
| 82% | 2,336
| 10.8% |
| All (England) | 532,318
| 74% | 109,870
| 15% |
|
— It is overwhelmingly state school students dropping
sciences and languages.
— Independent and grammar school students are far more
likely to take traditional subjects, such as STEM, and more likely
to get the top grades in those subjects.
— 60% of modern language A grades come from in independent
schools.
Sector variation in STEM subjects
— A 2006 survey by electronics firm Siemens of 500 students
found that 70% of 6th-form pupils believed it was harder to get
an A grade in science subjects. For two thirds of those surveyed,
the perceived level of difficulty was a key factor in deciding
whether to choose these subjects. — While independent schools
represent only 7-8% of the total school population, just under
half of all science A grades are from those schools.
A-level Attainment in STEM subjects
Reference: Achievement and Attainment Tables for 2006-07,
Department for Children, Schools and Families.
— The percentage of candidates passing A-level qualifications
rose this year by 0.3% to 97.2% while the proportion achieving
A grades rose by 0.6% to 25.9%.[298]
— Between 2002 and 2008, the independent sector saw
an increase of 9.1% in the number of A grades awarded—from
41.3% to 50.4%. Over the same period, top grades at comprehensive
schools rose by only 3.9 points to 20.4%.[299]
— 2008 results have shown that some of the biggest increases
in A grades awarded were in science subjects—notably Chemistry
(up by 1.3% to 33.7% of the total) and Physics (up by 1% to 31.8%).
In addition, there were also slight increases in those receiving
A grades in both maths (up 0.3% to 44%) and further maths (up
0.7% to 57.5%).[300]
Straight A grades
Reference: Proportion of 16-18 year old A-level candidates
achieving at least three A grades at A-level
— Nearly 12% of candidates achieved 3 A grades at A-level
in 2007-08; 6% achieving 4As.
— 22% of A-level students come from independent (14%)
and grammar schools (8%). These students account for over half
(55.8%) of those gaining 3As.
— This compares to the 45% (or roughly 117,000) of A-level
applicants that go to comprehensive schools, of which only 7.6%
(9,000) gain 3As. [301]
— Independent school students are around three times
more likely to gain straight A grades than those at maintained
schools.
School education and STEM
— The quality of STEM education in schools can often
have a profound impact on retention of students in university.
According to a 2007 NAO report "science, technology, engineering
and mathematics students are …less likely to continue to
a second year of study than students following other subjects."
[302] — This
attainment at A-levels relates closely to prior achievement at
GCSE. The percentage of pupils gaining at least one science GCSE
grade C is 47% for mainstream schools, 59% for specialist science
schools, 86% for independent schools and 95% for grammar schools.
— Those studying separate science subjects at GCSE in
maintained schools are less likely to gain an A grade than those
in independent schools. Independent schools account for a third
of triple science entries and gain over 50% of the A* grades,
similarly, they account for around 7% of mathematics entries,
but over 30% of A* grades.
— In international studies of school attainment, the
UK ranks 13th among 30 countries in reading, 18th amongst 30 countries
in maths, and 9th out of 30 in science. [303]
Attainment in English, sciences and maths has shown a leveling
off since the late 1990s, particularly in Key Stages 2 and 3.[304]
— In 2007, close to 47% of pupils did not achieve the
benchmark of five GCSEs at grades A*-C.
— In 2005 roughly 80% of physics teachers in independent
schools had a degree in physics, compared to only 30% of those
in state schools.[305]
Almost one in four secondary schools in England no longer has
any specialist physics teachers.[306]
— In 2001, only 6-7% of the cohort entered each of the
separate sciences ("triple science") at GCSE. As of
2005 only 27% of maintained schools even offered triple science
at GCSE. While this has increased to 32% in 2007, this means that
less than one third of state school provided the opportunity to
take all three separate science subjects.
— Science A-level candiates are concentrated in a small
proportion of schools, as the Royal Society noted, "science
take-up is strongly skewed at present, with half of all A-level
entries in science coming from just 18 per cent of schools."
[307]
298
JCQ (2008). "Results 2008": http://www.jcq.org.uk/attachments/published/984/JCQ%20A-Level%20Results%202008.pdf Back
299
Achievement and Attainment Tables, Data Services Group, Department
for Children, Schools and Families Back
300
JCQ (2008). "Results 2008": http://www.jcq.org.uk/attachments/published/984/JCQ%20A-Level%20Results%202008.pdf Back
301
Department for Children, Schools and Families (2008). "TABLES
FOR GCE/VCE A/AS AND EQUIVALENT EXAMINATION RESULTS 2008",
Table 1. Back
302
NAO Report, "Staying the course: The retention of students
in higher education", July 2007 Back
303
OECD (2006). PISA project: http://www.pisa.oecd.org/redirect/ Back
304
Sodha, S. and J. Margo (2008). "Thursday's Child". London:
IPPR. Back
305
Smithers, A and P. Robinson (2005). "Physics in Schools and
Colleges: Teacher Deployment and Student Outcomes". Centre
for Education and Employment Research, University of Buckingham. Back
306
IBID Back
307
http://www.publications.parliament.uk/pa/ld200506/ldselect/ldsctech/257/25705.htm Back
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