Recent changes to GCSEs – including tougher exams and a new
grading system – have led to a slight widening of the attainment
gap between disadvantaged pupils and their classmates, according
to new research published by the Sutton Trust today.
Making the Grade, by Professor
from the University of
Bristol and Dave Thomson of FFT Education Datalab, finds that
during the period of the reforms, test scores for disadvantaged
pupils fell slightly compared to their classmates, by just over a
quarter of a grade across nine subjects.
Reforms to GCSEs were introduced by in 2015, with the first
cohorts taking the new exams in 2017 and 2018 across a range of
subjects. The major changes were a move from modules to a focus
on final exams, and a change in the grading system from letters
(A*, A, B etc), to numbers (9, 8, 7 etc). The aims of the reforms
were to improve standards overall by making courses harder and
increase differentiation at the top of the grade
range.
Today’s report analyses GCSE data before and after the
reforms were implemented in 2017, to assess what impact the
changes have had. It finds that although the reforms have not had
a significant impact on the attainment gap, greater
differentiation at the top end of the attainment scale may have
negative social mobility impacts, for instance where employers or
universities focus on those achieving top marks.
Under the previous system, 2% of disadvantaged pupils
achieved the top grade of A*, whereas just 1% now achieve a 9.
The drop is less for non-disadvantaged pupils, falling from 8%
achieving A* to 5% achieving a 9.
To make sure that disadvantaged pupils do not lose out, the
Department for Education should continue to monitor the impact of
greater grade differentiation on the attainment gap.
James Turner, CEO of the Sutton Trust,
said:
“While the motivation behind the 2015 reforms was to drive
up standards, there were concerns that the changes could come at
the expense of the poorest pupils.
“Our research tells us that the changes have likely had a
small impact on the attainment gap, with disadvantaged pupils
losing out by about a quarter of a grade across 9 subjects. It
will be important that the government monitors carefully the
long-term impact that the reforms may have.”
ENDS
NOTES TO EDITORS
-
The Sutton
Trust is committed to improving
social mobility from birth to the workplace. Founded by Sir
Peter Lampl in 1997, the Trust has supported over 30,000 young
people through evidence-led programmes and published over 200
pieces of agenda-setting research, many of which have
influenced government policy.
-
is Professor of
Economics at the University of Bristol. His current research
interests are in the economics of education, including the
importance of teachers, pupils and schools, market structure in
education, incentives, and choice. He has also worked on the
performance of ethnic minorities in schools and ethnic
segregation.
-
Dave Thomson is chief statistician at FFT. He has over
fifteen
years’ experience
working with educational attainment data to raise attainment in
local government, higher education and the commercial sector.
His current research interests include linking education and
workplace datasets to improve estimates of adult attainment and
studying the impact of education on employment and benefits
outcomes.
-
‘Making the Grade’ uses Key Stage 4 data from the
National Pupil Database in England, focusing on the years 2016,
2017 and 2018 pre and post GCSE reforms. The study looks at
results and entry rates for disadvantaged and non-disadvantaged
pupils across these years. Regression analysis is used to
estimate the impact of the changes while taking into account a
variety of school and pupil characteristics. Disadvantage is
defined as eligibility for the Pupil Premium.
