tag:theconversation.com,2011:/id/topics/results-day-30292/articlesResults day – The Conversation2018-08-23T04:34:03Ztag:theconversation.com,2011:article/1008422018-08-23T04:34:03Z2018-08-23T04:34:03ZGCSE results: why bright, poor students fail to achieve top grades<figure><img src="https://images.theconversation.com/files/230901/original/file-20180807-191041-1pkxddt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>The fourth Thursday in August is a day that is anticipated with equal measures of hope and trepidation by hundreds of thousands of young people across England, Wales and Northern Ireland. </p>
<p>This is when the results of GCSE examinations are released. These exams quite often determine the path these young people will follow – perhaps through upper secondary education, further education, or higher education. Small wonder people get nervous.</p>
<p>Like other exams, GCSEs act as a kind of sieve. Those who do well are presented with opportunities, while those who don’t do so well can often be <a href="https://theconversation.com/what-to-do-if-you-fail-your-gcses-80923">left wondering what to do next</a>.</p>
<p>The doors that are opened by a good showing at GCSE allow young people to invest further in their own skills, and ultimately this makes them more productive once they enter the workforce. Improving productivity for the country, as well as for individuals, requires that as many young people as possible can access these opportunities. That requires a level playing field – but as our <a href="https://www.sciencedirect.com/science/article/pii/S0377221718301462?via%3Dihub">new research shows</a>, that playing field is now anything but level.</p>
<p>Indeed, <a href="https://www.suttontrust.com/newsarchive/1000-disadvantaged-pupils-miss-out-on-top-grades/">recent findings</a> from social mobility charity, The Sutton Trust, show that almost half of able but disadvantaged students fail to achieve top GCSE grades. These are students who did well in primary school, but by the time they reached GCSE year, have fallen behind their academic peers.</p>
<h2>Social disadvantage</h2>
<p>Along with my co-authors, Chiara Masci and Tommaso Agasisti, I have used recently developed machine learning methods to analyse the determinants of pupils’ educational performance across a variety of advanced countries. <a href="https://www.sciencedirect.com/science/article/pii/S0377221718301462?via%3Dihub">Our analysis</a> makes use of data from the OECD’s <a href="http://www.oecd.org/pisa/data/2015database/">PISA</a> data set – this is useful because it allows comparisons to be made across the numerous countries in our study. </p>
<p>The results for the UK are particularly striking. They show that for here, educational performance is very much driven by social factors. So while tweaking educational policy may help or hinder at the margin, it is social policy that really has the power to secure large gains in educational attainment.</p>
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<img alt="" src="https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Disadvantaged pupils with the potential for high achievement are falling behind their more advantaged peers.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<p>Looking at the proportion of the variation in schools’ test performance that can be explained by our model, we found that around a half is due to the percentage of students coming from disadvantaged homes. As soon as the proportion of disadvantaged students in a school passes through 20% – as it does in almost a half of all schools – the performance of students in that school falls off a cliff. A further fifth of the inter-school variation is due to students having special educational needs. </p>
<p>Only a tiny fraction of the variation is due to school-related factors – such as the number of computers per student, the number of staff per student, the size of the school, or school policies about communication with parents – or even government funding. It’s clear that it’s the social stuff that matters.</p>
<h2>How to fix it</h2>
<p>The PISA data set defines a student’s family as being <a href="https://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa%20in%20focus%20n25%20(eng)--FINAL.pdf">disadvantaged</a> if its socioeconomic status is in the bottom 25%. In turn, socioeconomic status is measured as a combination of variables that capture the educational attainment of the parents. This includes their wealth and the educational and cultural possessions – books and the like – that the family has in the home. </p>
<p>Of course, it stands to reason that students who have better educated, wealthier parents and more access to books and resources within the home, should find education easier to access. But our findings also suggest that promoting adult education for parents, and providing students with access to books in the home could go some way to make a difference. </p>
<p>It is clear then that schools can only do so much to solve society’s problems. More needs to be done to help all students maximise the potential that education has to make a difference. Because it’s only right that everyone has the ability to achieve their full potential – not just those students who were born into easier circumstances.</p><img src="https://counter.theconversation.com/content/100842/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Geraint Johnes is an associate of the Work Foundation. </span></em></p>Half of clever students from poorer backgrounds fail to secure top GCSE grades.Geraint Johnes, Professor of Economics, Lancaster UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/960512018-07-10T08:20:30Z2018-07-10T08:20:30ZSats results and why the numbers don’t add up<figure><img src="https://images.theconversation.com/files/226265/original/file-20180705-122262-w5scq1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The latest Statutory Assessment Test results (Sats) have been released and will reveal whether all the coaching and anxiety has paid off for schools and pupils. </p>
<p>Sats have never been far from controversy. Introduced in 1989, the <a href="https://www.gov.uk/national-curriculum">national curriculum</a> aimed to ensure standardised teaching across all government funded schools – and Sats were the assessment of performance against expectation. </p>
<p>The results provide schools with a way of monitoring children’s progress and can be accessed by secondary schools to help set their Year 7 pupils into ability groupings. The data, which is published by the Department for Education, also allows for comparison of schools – which can help parents with school selection. </p>
<p>On top of this, Sats provide additional insight into school performance for Ofsted inspections – which allows the government to monitor whether schools are enabling children to show progression.</p>
<p>The tests have become “high-stakes” – in that they are seen as crucial for making decisions about the future for children. Sats are also considered to be a measure of the effectiveness of teachers and the accountability of the schools. This is despite the fact that these tests are just a snapshot of learnt information and are <a href="https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920600569073">not necessarily a good predictor</a> of later achievement. </p>
<h2>‘Too much pressure’</h2>
<p>It’s maybe not surprising then that by 1995 – only about five years after the introduction of Sats – teachers had threatened to strike twice due to excessive workload exacerbated by the tests. Teachers also felt compelled to teach towards the test to meet targets. </p>
<p>After high profile criticisms and marking process failures, Sats for Year 9 were removed in 2008. But only eight years later in 2016, criticisms surrounding Sats were still going strong, with some parents removing their children from school in protest over the anxiety and pressure of the tests. Groups such as <a href="https://letthekidsbekids.wordpress.com">Let Our Kids Be Kids</a> gathered further petition signatures to boycott them.</p>
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<img alt="" src="https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">George Osborne has urged the prime minister to focus on poor educational attainment in the north to boost growth.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<p>In 2017, it was announced that Year 2 Sats for six and seven-year-olds will be scrapped by 2023. This follows a <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/611789/Key_stage_2_submitting_teacher_assessment_data.pdf">remodel of feedback</a> in an attempt to <a href="http://www.gov.uk/guidance/scaled-scores-at-key-stage-2">make the data more accessible</a>.</p>
<h2>Testing times</h2>
<p>Schools feel (and are) compared and judged, often without taking into consideration weaknesses or strengths of specific cohorts. This can lead to teaching to the test and a limitation on delivering a wider curriculum. </p>
<p>The timed nature of the tests <a href="https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/use-of-memory-tests-in-differentiating-organic-disorder-from-depression/66507B2285A9B57CD8467D044D9E78A9">also produces anxiety</a> in many pupils – especially in children who need time to think through their answers – a half finished paper does not provide an accurate indication of ability. The language used also discriminates against poor readers. </p>
<p>Naturally, this has left secondary schools uncertain of the reliability of Sats as a gauge for which ability sets children should be placed within – being placed in the wrong set <a href="https://www.nottingham.ac.uk/csme/meas/papers/boaler.html">can lead to underachievement</a>.</p>
<h2>Academic potential</h2>
<p>This is in part why many schools are now considering reasoning tests as a measure of academic potential. They measure fluid intelligence, an underlying ability that cannot be taught and is not affected by teaching, school or background.</p>
<p>Over 70% of secondary schools already use <a href="https://www.gl-assessment.co.uk/products/cognitive-abilities-test-cat4/">Cognitive Ability Tests</a> and with an increasing number of primary and secondary schools using <a href="https://www.psy.ox.ac.uk/research/oxford-group-for-childs-potential">Vesparch</a> (Verbal and Spatial Reasoning for Children), there is already a move towards using reasoning tests alongside school tests to identify putative potential and those underachieving at school relative to their <a href="https://www.ncbi.nlm.nih.gov/pubmed/28905355">potential</a>. </p>
<p>These tests can help to identify children of any ability (not just those unable to reach national curriculum expected standards) who would benefit from additional educational support. The Vesparch tests in particular, limit the reliance on reading as everything is read aloud. The multiple choice format places less emphasis on memory requirement and helps to reduce anxiety. The tests also have no time limit – meaning that children can listen to the question as many times as they need and complete the entire test.</p>
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<img alt="" src="https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">School is about so much more than tests and exam results.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>The data is age standardised – which means it takes age in years and months into consideration – and is instantly available to teachers. This allows educators to tailor teaching or provide support where necessary without the extra pressure of targets. These reasoning tests are not high stakes, the intention is to identify potential and ensure every child the opportunity to reach their potential. </p>
<p>In this way then, using reasoning tests alongside Sats would provide a fuller, more insightful view of every child’s potential and need. This is important, because it is, after all, the children that should be the priority in this situation.</p><img src="https://counter.theconversation.com/content/96051/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julia Badger receives funding from The Realizing Potential Trust. </span></em></p>Do they really matter?Julia Badger, Research associate, University of OxfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/809232017-08-22T10:26:11Z2017-08-22T10:26:11ZWhat to do if you fail your GCSEs<figure><img src="https://images.theconversation.com/files/182095/original/file-20170815-15219-1n8vlqk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>GCSE time is here again, with the annual focus on the success stories: the young person who passed all their subjects despite tragedy or illness, as well as the young people who have gained ten or 11 A* grades. </p>
<p>I don’t want to undermine those achievements – as they are often remarkable. But there is very rarely any mention of the young people who do less well – those who fail to gain the benchmark five A to C grades, and who will not, or cannot, go on to do A-levels and progress to university. </p>
<p>This is the reality for a significant number of young people, with findings from <a href="http://schoolsweek.co.uk/gcse-results-2016-trends-and-stats-from-the-national-data/">Schools Week</a> showing that more young people gained an E grade than an A* in 2016 – it was the same story in the previous two years as well.</p>
<p>It’s often thought that the young people getting these low grades have <a href="https://www.gov.uk/government/publications/post-16-skills-plan-and-independent-report-on-technical-education">low aspirations</a> and this idea appears regularly in <a href="http://www.educationengland.org.uk/documents/pdfs/2005-white-paper-14-19-education-and-skills.pdf">government</a> documents. But my <a href="http://www.tandfonline.com/doi/abs/10.1080/01425692.2015.1131146">research</a> shows otherwise. I have consistently found that <a href="http://www.tandfonline.com/toc/ritr20/13/1?nav=tocList">young people have high aspirations</a>, but that apart from the academic high flyers – <a href="https://www.ucl-ioe-press.com/books/schools-and-schooling/invisible-students-impossible-dreams/">few know what route to take to achieve their aspiration</a>. </p>
<p>This is not helped by the fact that advice and guidance in terms of vocational qualifications tends to be confusing. This is partly because there are so many different options, and partly because some vocational programmes are of low value, and <a href="https://www.theguardian.com/education/2014/jan/21/snobbery-vocational-academic-education-opportunities-children">lack recognition by employers</a>. </p>
<p>So for those students unsure what to do next, here’s what you need to know:</p>
<h2>1. Know your options</h2>
<p>Failing your GCSEs can feel like the end of the world – it isn’t. You’ve still got loads of options. The key is to do some research, and find out what is available to you. </p>
<p>Most young people who find themselves in this situation will progress to vocational college courses or on to an apprenticeship. This is largely determined by final GCSE results. If you want to carry on in education, it might be worth making an appointment with your local college and seeing if there are any courses on offer that interest you. It’s important though to make sure you understand exactly what you are signing up for, because there are so many options. </p>
<p>It’s also worth knowing that not all <a href="https://ore.exeter.ac.uk/repository/handle/10871/15728">apprenticeships are made equal</a>. In some cases an apprenticeship may mean on the job training with an employer – earning and learning – leading to a qualification and skilled work on completion. But it may also mean a college course with a work placement – so learning but not earning – which offers a qualification, but no guarantee of employment. </p>
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<img alt="" src="https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/182096/original/file-20170815-5485-i5aj70.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">It’s not the end of the world.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>2. Talk it through</h2>
<p>If you can, find someone who already does the job you would like, and talk to them about it. What is it really like? What training did they do? What advice can they offer? Alternatively, speak to a family member or a teacher who knows you well. </p>
<p>Try and talk to as many different people as possible about their own experiences and how they ended up in the job they’re doing now. Not only will it help you put things into perspective, but it might also help you to come up with some alternative ideas for your future, which you may not have considered in the first place. </p>
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<img alt="" src="https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/182097/original/file-20170815-15219-16ax1sh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Find support from someone you trust.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>3. Make a plan</h2>
<p>You need to be able to make a clear plan of what you want to do and how to get there – a kind of road map from GCSEs (whatever your grades) to your final career goal. Ideally this should be a year-by-year plan. </p>
<p>Do some research to find out what the training is for the job you want, how long it takes, where you can do it, and what qualifications you need. Some careers, for example, require a particular qualification, but also pass grades in English and maths at GCSE – so may sure you look into this thoroughly. </p>
<p>Find out if there are any vacancies locally in your area – even if they don’t immediately seem related to your chosen field. Part-time work can give you valuable “employability skills” which you can build on as you work towards your chosen career.</p>
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<img alt="" src="https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/182098/original/file-20170815-29205-1uj01fk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Take control of your future.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>4. Ask questions</h2>
<p>Not all vocational programmes are the same, so it is really important you are prepared to ask colleges, employers, and training providers the right questions when you go to enrol for an apprenticeship or vocational programme.</p>
<p>These might include: will this qualification help me achieve my goals? What other programmes might I need to do afterwards? How long will it all take me? What jobs are there locally for people with this qualification? How many of last year’s students are now in skilled employment? </p>
<p>Finally, remember that you have lots of time, and don’t rush into any big decisions. If you plan carefully and work towards your goal, it may well be that in a few years’ time as you look around at young graduates with massive debts trying to enter a competitive workforce, you might be grateful that you were a 2017 GCSE “fail” who decided to take a vocational route.</p><img src="https://counter.theconversation.com/content/80923/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Liz Atkins does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Not everyone will be celebrating this GCSE results day.Liz Atkins, Associate Professor in Educationhttps://www.northumbria.ac.uk/about-us/our-staff/a/liz-atkins/, Northumbria University, NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/824602017-08-16T08:40:26Z2017-08-16T08:40:26ZGoing through university clearing? Then make sure you do these four things<figure><img src="https://images.theconversation.com/files/181961/original/file-20170814-28487-rr9o07.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>Every year, in August, thousands of students in the UK receive their A-level results and discover whether or not they have got the marks needed to take up a place at their chosen university. </p>
<p>If they fail to make the grade – or exceed them – students telephone university clearing centres, to try and find a more suitable course. Twenty years ago, getting a place through “clearing” was seen as something of a failure. Now it is not. Not only are grades often higher in clearing than the original prospectus listing, but students can “adjust” their offer to secure a better place. </p>
<p>For the students making these calls, it can often be a nerve wracking time, filled with unknowns and uncertain outcomes. So to try and find out what makes these calls a success, we transcribed and <a href="https://www.ulster.ac.uk/ipra/conference-details/plenary-speakers">analysed 300 calls</a> at a clearing contact centre last summer. We looked at how people spoke on these calls, as well as what they said. We were able to identify common patterns in the way the calls unfolded and what made a difference to the final outcome.</p>
<p>So to try and make things a little easier if you are going through clearing, we’ve put together some <a href="https://twitter.com/LizStokoe?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor">tips based on our analysis</a>.</p>
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<iframe width="440" height="260" src="https://www.youtube.com/embed/G4UZDdHp4F0?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
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<h2>1. Do your research</h2>
<p>Clearing may seem like a mad dash to the finish, but while there is an element of time pressure in trying to get on a course at a university of your choice, it’s still worth taking time to research which universities or courses to apply for. </p>
<p>It was revealed in our research that university websites are updated more rapidly than <a href="https://www.ucas.com/">UCAS’s</a>, so prepare for your call by checking the grade requirements and spaces beforehand. </p>
<p>If you have your heart set on a particular university, make a list of all the available courses you would be willing to study at that institution. Flexibility will help you, but make sure it’s a course you actually want to do as it’s a big commitment.</p>
<h2>2. Know who’s who</h2>
<p>It’s also worth having a look at who the key members of staff are in your relevant department or subject area. Our research showed that when students’ grades did not meet the requirements, they sometimes asked to be transferred to the relevant department – but for these students, just asking to be transferred did not always work. </p>
<p>We found that having the name of the programme director or admissions tutor for the course was more likely to result in a transfer. So make sure you look these up ahead of phoning, and have these names to hand throughout the call.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=363&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=363&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=363&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=456&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=456&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181962/original/file-20170814-28430-19vzy8.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=456&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Don’t be clueless when it comes to clearing.</span>
<span class="attribution"><span class="source">Pexels.</span></span>
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<h2>3. Have all your information ready</h2>
<p>When you phone a clearing centre, make sure you are in a quiet place where you can concentrate. Have your laptop, tablet or computer in front of you, and pen and paper by your side to scribble down any last minute notes. Make sure you have all your grades clearly written out so you can refer back to them at a moment’s glance. </p>
<p>As well as doing this, make sure you have any other relevant information to hand from the offset. This could include details of extenuating circumstances surrounding your A-level performance – as this might change what universities will offer. </p>
<p>Our research showed that call takers at clearing lines don’t know about these circumstances, and don’t ask about them either. So if you don’t mention them, the call will close without you maximising your chances of an offer. And remember that unless you have nominated them on your UCAS form, your parents cannot call on your behalf.</p>
<h2>4. Don’t waste time</h2>
<p>In our research, we saw a number of instances where students made repeat calls – presumably to try and speak to a different call taker – to see if they could get a place that way. But our analysis showed that repeat calling simply wasted everyone’s time – slowing down call takers and other callers. In the calls we analysed, there wasn’t one case where repeat calling produced an offer when the original call did not. </p>
<p>The take home lesson here is to understand that you only get one chance to call a university clearing helpline – so make sure it counts. It’s also worth knowing that many university clearing lines are open well into the evening, and even the week following results day so don’t feel disheartened if you can’t get through when you first call – lines are likely to be busy. Be patient but persistent and you’ll get through eventually.</p><img src="https://counter.theconversation.com/content/82460/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The research was funded by Loughborough University.</span></em></p><p class="fine-print"><em><span>Elliott Hoey does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Clearing advice from the experts.Elizabeth Stokoe, Professor of Social Interaction, Loughborough UniversityElliott Hoey, Doctoral student in linguistics, Max Planck Institute for PsycholinguisticsLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/805582017-08-14T11:34:11Z2017-08-14T11:34:11ZGCSE and A-level results: it’s not just the grades that matter<figure><img src="https://images.theconversation.com/files/181690/original/file-20170810-27655-1a279l5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Why GCSE and A Level subject choices matter.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p><a href="https://theconversation.com/heres-what-to-do-if-youre-disappointed-with-your-a-level-results-64035">A-level results</a> will soon be out, with more than 300,000 students eagerly waiting to find out if they’ve made the grade. Then come GCSE results, with even more students keen to find out how they’ve done.</p>
<p>Whether students are heading to university, into an apprenticeship or straight into employment, chances are they will all be wishing and hoping and dreaming and praying of a set of grades that will reflect their level of academic accomplishment.</p>
<p>For would-be university applicants, there is often a requirement that students take a particular set of subjects at A-level – and achieve a certain grade – to be in with a chance of getting a place on a degree course. To study medicine, for example it’s often required that an applicant has taken chemistry and biology at A-level. </p>
<p>In this way, the subjects a student chooses to study at school can have <a href="http://dx.doi.org/10.1080/01425692.2013.816031">long term consequences</a>. In England, young people start making decisions on <a href="https://uk.sagepub.com/en-gb/eur/education-and-training-14-19/book232408">subject choice at the age of 14</a> when they pick GCSE options. For many pupils this may seem far too early to be thinking about what they want to do with the rest of their life. So given the fact that many students may not have decided what career path they want to take, are there subjects that are “better” to study than others?</p>
<h2>The current advice</h2>
<p>The <a href="http://russellgroup.ac.uk/">Russell Group</a> – which is made up of 24 leading UK universities – publishes an annual guide to A-level subject choice for 16-year-olds known as “<a href="http://russellgroup.ac.uk/policy/publications/informed-choices/">informed choices</a>”. This suggests A-levels in science, maths, languages, history and geography are good choices for students to take if they want to keep their options open. </p>
<p>This is also in part why the English Baccalaureate (EBacc) – which aims to give students a wide background in a variety of subjects at GCSE level – was introduced in 2010. According to the schools minister, <a href="https://www.gov.uk/government/speeches/nick-gibb-to-the-specialist-schools-and-academies-trust">Nick Gibb</a>, it includes subjects the Russell Group identifies as “key for university study”. To count towards the EBacc, a pupil must achieve GCSE grade C or above in English, maths, history or geography, two sciences and a language. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181691/original/file-20170810-27628-1rea7u5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Keeping career options open.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>With this in mind, <a href="https://www.jakeanders.uk/#subchoice">our research</a> set out to understand the <a href="http://www.cls.ioe.ac.uk/shared/get-file.ashx?itemtype=document&id=3328">implications of subject choice</a> and if <a href="http://www.cls.ioe.ac.uk/news.aspx?itemid=4641&itemTitle=Vocational+GCSEs+may+be+holding+girls+back%2c+research+suggests&sitesectionid=27&sitesectiontitle=News">these choices then play a part</a> in whether students go to university – and where they end up studying. </p>
<p>We looked at the subjects chosen by young people at the age of 14 and 16 and found that pupils who study the full set of EBacc subjects are slightly more likely to go to university than those who don’t. </p>
<p><a href="http://www.cls.ioe.ac.uk/news.aspx?itemid=4641&itemTitle=Vocational+GCSEs+may+be+holding+girls+back%2c+research+suggests&sitesectionid=27&sitesectiontitle=News">Our research</a> also revealed that studying certain A-level subjects often leads to a place at a <a href="https://www.thecompleteuniversityguide.co.uk/league-tables/rankings">better ranked university</a>. So a student who studies some combination of science, maths, languages, history and geography is more likely to attend a <a href="https://www.thetimes.co.uk/edition/university-guide-2017/top-by-subject-mgbnm672r">higher ranked university</a>, than a student who chooses A-levels outside of these subjects.</p>
<h2>Vocational vs traditional</h2>
<p>Our research also revealed that studying more vocational subjects at both GCSE and A-level may be less helpful in terms of getting into a higher ranked university. We found that those who studied applied GCSE subjects (which are more vocational) were less likely to attend university.</p>
<p>These vocational style GCSEs were <a href="http://webarchive.nationalarchives.gov.uk/20110908033912/https://www.education.gov.uk/publications/eOrderingDownload/DfES0809200MIG1065.pdf">introduced in 2002</a> and include subjects such as applied business and applied home economics. But their introduction has since been criticised, as many of the qualifications have been <a href="https://www.theguardian.com/education/2012/jan/31/vocational-qualifications-stripped-league-tables">downgraded in performance tables</a>. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/181693/original/file-20170810-20984-18hye52.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Making the most of your A-levels?</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>There was found to be a similar picture at A-level. Students who studied the more vocational study subjects – such as accounting or business – were more likely to go to a lower ranked university.</p>
<p>The most striking results were in law. Consistent with anecdotal evidence that <a href="https://www.thetimes.co.uk/edition/university-guide-2017/top-by-subject-mgbnm672r">higher ranking universities</a> “don’t like” law A-level, our research shows that studying law at A-level is associated with attending a lower ranked university. So although a 16-year-old who aspires to have a career in law, accounting or business might think that an A-level directly related to the profession would help them take their chosen path, this may not actually be the case. But whether this is because law A-level is perceived by universities to be an <a href="http://www.cem.org/attachments/SCORE2008report.pdf">easier A-level</a>, or because those with law A-level are applying to lower ranked universities is unclear.</p>
<p>Either way, what all this shows is that while the subjects young people study in school are important for next steps in education, there are some subjects that can be more important than others in helping to further horizons. </p>
<p>Although that said, it’s important to emphasise that the differences are not large. Ultimately, it’s far more important to perform well in whatever subject studied. But still, when it comes to students deciding what subjects to choose at A-level or GCSE, it might be worth them trying to keep their options open, where possible.</p><img src="https://counter.theconversation.com/content/80558/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jake Anders received funding for this research from the Nuffield Foundation. It was conducted with colleagues who received funding from the Economic and Social Research Council. Jake has also received funding from the Education Endowment Foundation, the Sutton Trust, and the Department for Education.</span></em></p><p class="fine-print"><em><span>Catherine Dilnot receives funding from the Economic and Social Research Council.</span></em></p>New research shows what subjects you study at school make a big difference to the type of university you end up attending.Jake Anders, Associate Professor of Educational and Social Statistics, UCLCatherine Dilnot, Senior Lecturer, Oxford Brookes UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/643172016-08-24T12:28:45Z2016-08-24T12:28:45ZThe north-south divide in A-levels explained<figure><img src="https://images.theconversation.com/files/135166/original/image-20160823-30209-13w65o3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The north-south divide of the education system.</span> <span class="attribution"><span class="source">bibiphoto/Shutterstock</span></span></figcaption></figure><p>When it comes to A-levels, it is fair to say that some universities view certain subjects more favourably than others. <a href="http://russellgroup.ac.uk/for-students/school-and-college-in-the-uk/subject-choices-at-school-and-college/">Guidance</a> from 24 leading UK universities in the Russell Group identifies eight “facilitating subjects”, so called “because choosing them at advanced level leaves open a wide range of options for university study”. Those subjects are English literature, maths and further maths, along with history, geography, modern and classical languages and the three traditional science subjects.</p>
<p>And with research out earlier this year showing that 30% of university applicants wished they had <a href="http://www.independent.co.uk/student/student-life/Studies/university-applicants-are-regretting-the-a-level-subjects-they-took-new-research-shows-a7006436.html">chosen different A-level subjects</a>, it is clear that what students choose to study at A-level can have a big impact on their university experience and future life choices. </p>
<p>But there’s one thing students don’t get to choose when it comes to A-level options, and that’s where they live. Year after year, there are reports of a <a href="https://www.theguardian.com/education/2008/aug/15/alevels.schools">north-south divide in A-level results</a>, and this year was no different. Using a fairly crude regional distinction, the latest <a href="http://www.jcq.org.uk/examination-results/a-levels/2016">Joint Council of Qualifications statistics</a> indicate that in 2016 almost half (47%) of A-levels overall were taken by students in the south of England, 29% in the midlands and almost a quarter (24%) in the north. </p>
<p>Of those A-levels, the southern regions saw 26-29% of students gaining the highest A-level grades, while in the midlands and the north the figures were lower at 22-24%. </p>
<p>These figures seem to suggest that if you happen to grow up in the south of England, you are more likely to end up with better A-level results than if you go to school further north. And if the headlines are to be believed, there also seems to be a north-south divide to contend with when it comes to subject choice. Apparently, <a href="http://schoolsweek.co.uk/southerners-do-classics-northerners-do-pe-regional-a-level-figures/">southerners study classics while northerners do PE</a>.</p>
<h2>North vs. South</h2>
<p>While it is true that 56% of students taking A-levels in classical subjects – which covers classical civilisation as well as Latin and Greek – were based in the south, students in the midlands – where 24% took the subject – and the north (20%) were not significantly under-represented in <a href="http://www.jcq.org.uk/examination-results/a-levels/2016">statistical terms </a> compared to other subjects. </p>
<p>The situation was even less clear-cut in PE where southern students were only slightly under-represented at 40%. So it is simply not fair to suggest that an academic practical split exists between the south and the north. Especially given the relatively small numbers of students studying classical subjects – just over 6,000 in 2015. Compare this with the Maths A-level, which was taken by 92,163 students this year. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=359&fit=crop&dpr=1 600w, https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=359&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=359&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=452&fit=crop&dpr=1 754w, https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=452&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/135345/original/image-20160824-30222-1vez546.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=452&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">A-level subject choice by English region.</span>
<span class="attribution"><span class="source">GCE Entry Trends 2016</span></span>
</figcaption>
</figure>
<p>Looking at other subject splits, communication studies was predominately taken by southerners – 64% of students were based in the south, compared with only 8% in the north. Again, this subject was taken by a relatively small number of students – fewer than 2,000 across England. </p>
<p>Similarly, 39% of the 11,272 students who took law were located in the north, with only 33% of students in the south. But it would seem “southerners study communications while northerners study law” doesn’t quite have the same ring to it as classics vs. P.E.</p>
<p>These low numbers make the regional variations at subject level essentially meaningless. And combined with the uncertainty caused by the <a href="http://www.aqa.org.uk/about-us/what-we-do/policy/gcse-and-a-level-changes/background-to-new-as-and-a-levels">policy changes</a> affecting what students can study at A-level – which are still working their way through the education system – it accounts for a lot of the so-called “regional disparity” in results. </p>
<h2>Bigger disparities</h2>
<p>However, the focus on regional differences in subject choices obscures bigger issues, as the data also reveals that longstanding gender differences in subject choices still persist. </p>
<p>Sociology and psychology are overwhelmingly studied by female students and computing and physics remain predominantly male subjects – which is not the case in <a href="http://www.oecd.org/gender/data/wherearetomorrowsfemalescientists.htm">other parts of the world</a>. And there are also worrying signs of further decline in the numbers of students taking some modern foreign languages – with just <a href="http://www.telegraph.co.uk/education/2016/08/18/a-level-results-2016-which-subjects-did-students-do-the-best-and/">13,500 students</a> taking French and German this year, down from 18,400 in 2011.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/135346/original/image-20160824-30249-1fidruq.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Gender difference in A-level subjects.</span>
<span class="attribution"><span class="source">GCE Entry Trends 2016</span></span>
</figcaption>
</figure>
<p>Most importantly of all perhaps, the geographical disparities in results suggest that secondary schools in the north and the midlands are still struggling to capitalise on the <a href="https://theconversation.com/how-to-close-the-north-south-divide-between-secondary-schools-51607">high levels</a> of excellent primary provision in these regions. Viewed alongside the enduring effects of regional inequality in terms of <a href="http://www.telegraph.co.uk/education/2016/05/22/north-south-funding-divide-sees-children-falling-behind-from-the/">both disadvantage and school funding</a> this is the real cause for concern. </p>
<p>So instead of focusing too closely on marginal differences between subject choices at A-level, we need to start examining what happens during children’s transition between primary school and secondary school – and even before they begin formal education. Because it is clear that for both northern and midland regions something is going awry during this period.</p><img src="https://counter.theconversation.com/content/64317/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michael Jopling does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>If you happen to grow up in the south of England, you are more likely to actually study A-levels, and will probably end up with better results than if you go to school and study in the north.Michael Jopling, Professor in Education, Department of Education and Lifelong Learning, Northumbria University, NewcastleLicensed as Creative Commons – attribution, no derivatives.