Progression from GCSE to A Level, 2021-2023. Statistics Report Series No. 144
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| Title: | Progression from GCSE to A Level, 2021-2023. Statistics Report Series No. 144 |
|---|---|
| Language: | English |
| Authors: | Tim Gill, Cambridge University Press and Assessment (United Kingdom), Office for National Statistics (ONS), Secure Research Service (SRS) (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2025. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Exit Examinations, Foreign Countries, Grades (Scholastic), College Entrance Examinations, Higher Education, Student Characteristics, Decision Making, Intellectual Disciplines |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | This report investigates the progression of students from GCSE to A level in the same (or related) subject. That is, for a range of subjects, the author calculates the proportion of GCSE students who continue to study the subject at A level. To understand possible sources of variation, the author also breaks down progression rates by GCSE grade and student gender. Finally, they consider relationships between GCSE and A level grades for those students who do progress. To evaluate whether there have been any changes in progression over time, the author refers to previous versions of this analysis (Williamson & Vidal Rodeiro, 2024, Carroll & Gill, 2023). A student's decision to study a subject beyond GCSE may be influenced by various factors see, for example, Vidal Rodeiro (2007)), including enjoyment of the subject, attainment, and usefulness for career plans. Alongside these more personal factors, there may also be constraints imposed by the school or college, such as whether the subject is offered, and whether the school restricts entry onto A level courses based on GCSE attainment. Accordingly, the author does not attempt to explain the reasons for any differences observed in subject progression here; instead they focus on reporting progression rates. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED674314 |
| Database: | ERIC |
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