Regional Disparities in A-Level Grades: A Closer Look
As students across England receive their A-level results, the overall trend shows an increase in the number of top grades, with more As and A*s awarded compared to previous years. This is a positive sign for many students, especially after the disruptions caused by the Covid-19 pandemic. However, despite the overall improvement in results, regional disparities continue to be a cause for concern, particularly between northern and southern England, as well as in Northern Ireland and Wales.
In Northern Ireland and Wales, results have actually fallen compared to last year, highlighting the challenges faced by students in these regions. Additionally, the gap between private and state schools remains evident, with disparities in achievement persisting. It is clear that more needs to be done to address these regional differences and ensure that all students have equal opportunities to succeed.
Returning to Pre-Pandemic Norms
This year marks the second year in England that A-level and GCSE assessment has returned to pre-pandemic norms. With exams cancelled in 2020 and 2021 due to the pandemic, students have had to adapt to new assessment methods, including teacher-assessed grades. While this led to a spike in top results, there has been a gradual return towards 2019 norms in recent years.
Experts in the education sector had anticipated a further fall in results this year to align with 2019 levels. However, contrary to expectations, the percentage of entries gaining A* grades in England has actually increased to 9.3%, up from 8.6% last year and 7.7% in 2019. This indicates a positive trend in student performance, despite the challenges faced during the pandemic.
For As and A*s combined, 27.6% of entries achieved the two highest grades, showing improvement from 26.5% last year and 25.2% in 2019. While some may view this as a return to grade inflation, England’s qualifications regulator, Ofqual, attributes the improved results to the strength of the cohort and their informed choices based on sitting GCSE exams.
Regional Disparities and Attainment Challenges
Despite the overall increase in top grades, regional differences in achievement persist in England, with areas in the north continuing to lag behind London and the south-east. While every region saw an improvement in results, London had the highest proportion of As and A*s at 31.3%, compared to the lowest proportion in the East Midlands at 22.5%.
Myles McGinley, the director of regulation at OCR, noted the improvement in results for north-east England, where the proportion of top grades increased from 22% last year to 23.9% this year. This progress is a step towards closing the gap with London and the south-east, but more efforts are needed to address the regional disparities in attainment.
Education secretary Bridget Phillipson has identified these regional differences as a key concern for the government, signaling a commitment to addressing the challenges faced by students in different parts of the country. It is crucial to ensure that all students have access to quality education and opportunities for success, regardless of their geographical location.
Impacts of Covid-19 on Student Performance
The disruptions caused by the Covid-19 pandemic have had a significant impact on student performance, with many facing challenges such as low attendance, increased cost of living, and disruptions in learning. While this year’s students had the advantage of sitting GCSE exams, the effects of the pandemic are still evident in their results.
Headteachers have noted a “squishy bit in the middle” of results, where some students who may have received higher GCSE grades due to adjustments in 2022 are now facing disappointment with their A-level results. This highlights the complexities of assessing student performance in the aftermath of a global crisis.
Lee Elliot Major, a professor of social mobility, expressed concerns about growing academic divides fueled by Covid learning losses, school absences, and rising child poverty. These challenges are reflected in the achievement gaps between state and private schools, as well as regional differences in attainment, emphasizing the need for targeted interventions to support disadvantaged students.
Trends in Subject Choices and Popularity
One of the striking stories from this year’s results is the growing popularity of math subjects, with maths becoming the first A-level subject to exceed 100,000 entries. Further maths also saw a significant increase in student numbers, up 20% from last year. This trend reflects the importance of STEM subjects in education and the workforce.
In addition to maths, there were increases in physics, computing, and other sciences, indicating a growing interest in these fields among students. Subjects like English literature and French also saw growth in numbers, potentially due to improved availability of language teachers and curriculum offerings.
While the growth in math subjects is commendable, concerns have been raised about the decline in entries for creative arts and design and technology subjects. Pepe Di’Iasio, the general secretary of the Association of School and College Leaders, highlighted the need to champion these subjects, which are vital for cultural enrichment and economic growth.
Overall, this year’s A-level results reflect a complex landscape shaped by the challenges of the pandemic, regional disparities in achievement, and evolving trends in subject choices. As educators and policymakers work to address these issues, it is essential to prioritize equity, access, and quality in education to ensure that all students have the opportunity to reach their full potential.
