Creating Value In Schools
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Skills in STEM are vital for innovation and growth, but there’s a supply shortage of them in the UK. This isn’t helped by the number of students not opting into STEM subjects for post-16 study:
The Centre for Education and Youth, in partnership with the Education Policy Institute, has published its latest report on STEM education. The report investigates why some groups of students, such as girls and those from disadvantaged backgrounds, are less likely to pursue STEM (science, technology, engineering and maths) subjects post-16.
Prior attainment
Disadvantaged pupils and pupils from certain ethnic backgrounds are particularly hindered by lower average GCSE attainment. The difference in progressing to level 3 STEM between pupils on free school meals and their more affluent peers almost disappears if they have similar attainment, whilst Black Caribbean pupils are estimated to be 40% more likely to progress to level 3 STEM qualifications than White British pupils with similar attainment. (Report overview, ‘Our findings’)
Preferences
For girls, prior attainment is not so much the issue – it’s more about preferences, and perceptions of STEM and STEM-related careers.
Progression routes
In school settings, STEM progression routes are typically limited to traditional academic A levels – which come with prior attainment entry barriers. There is often a lack of clear pathways to post-16 STEM qualifications for ‘middle attainers’.
