New qualification needed to improve England's poor participation in mathematics post-16

By Nuffield Foundation

The solution to England’s poor participation rate in post-16 mathematics education could lie in a new qualification that provides a clear and attractive alternative for students who don’t currently go on to study AS or A level Mathematics.

This is according to a comparative study of mathematics education in seven countries, published by the Nuffield Foundation today, led by Professor Jeremy Hodgen at King’s College London.

The qualification should focus on mathematical fluency, modelling and statistics and be built into requirements for higher education in order to encourage take-up. It should be developed in the context of the wider curriculum and qualification framework, with consideration given to encouraging study of a broader range of subjects post-16.

In addition, GCSE Mathematics should remain compulsory until students have achieved a satisfactory grade (as previously recommended by the Wolf report), and consideration should be given to enabling some students to prepare for GCSE for an additional year or more rather than the current tendency towards early entry.

These recommendations are made in order to address the fact that only about 20% of students in England study mathematics after GCSE. This is lower than other comparable countries, including Scotland, where 48% of students study mathematics post-16. In Germany and Hong Kong, this figure is over 90%, and Singapore, New Zealand and the US all have participation rates over 65%.

The study, Towards universal participation in post-16 mathematics: lessons from high-performing countries, aims to identify the factors that drive participation in upper secondary mathematics (known as ‘post-16’ in England). It is a follow-up study to Is the UK an outlier?, a study of mathematics education in 24 countries, which was also led by Professor Hodgen and published by the Nuffield Foundation in 2010.

What drives increased participation?

High levels of participation are not simply driven by compulsion, particularly for advanced mathematics. Other factors, such as providing appropriate options for all students and the breadth of the post-16 curriculum in general, are associated with high levels of participation. Where mathematics is compulsory, it is never the only compulsory subject, suggesting that mathematics and the question of compulsion need to be considered within the wider curriculum and qualification framework both pre- and post-16.

Mathematics is compulsory in Germany and Hong Kong, leading to near universal participation in at least basic mathematics. However, New Zealand and Singapore have the highest levels of participation in advanced mathematics (equivalent to AS level) of the countries surveyed, without making it compulsory at this level.

In Singapore, participation has increased following a requirement for students to choose a contrasting subject equivalent in size to an AS level, so arts and humanities students must take a science or mathematics option and vice versa.

New Zealand has increased participation by offering students an alternative mathematics option focused on fluency, statistics and the application of mathematics. This contrasts with England, where although other qualifications exist, the only widely available option is AS and A level mathematics, which have a significant calculus component and may not be the most appropriate route for all students, particularly those going on to study disciplines such as biosciences, geography, or business and management, where fluency and statistics may be more relevant.

Can we learn from policy in other countries?

Education systems are embedded within the specific cultural and political context of each country, and the report highlights the risks of trying to transfer ideas from one country to another, particularly as the education system in England is unusually complex. However, some key features of successful policies could usefully be considered as part of the reform process in England.

Professor Jeremy Hodgen said:

“Our study shows the importance of a consensual approach to policy development and implementation. Higher education and employers will need to be involved in the development of a new qualification if they are to value it and to make it an entry requirement. Schools and colleges may need to be incentivised to offer the new qualification to students, as well as to ensure that existing advanced qualifications maintain their levels of participation. And it’s important not to underestimate the timescale necessary for change, particularly if we are to address the critical shortage of mathematics teachers.”

Josh Hillman, Director of Education at the Nuffield Foundation said:

“While we should be careful of the danger of ‘cherry-picking’ policies from other countries, the evidence from New Zealand shows that it is possible to increase participation by providing an alternative pathway, focused on statistics, that is widely recognised and valued by higher education and employers. We believe there is much to learn from New Zealand and other models overseas, and hope they will inform the development of an attractive and valued qualification in this country.”

ENDS

Towards universal participation in post-16 mathematics: lessons from high-performing countries will be published online on 15 January at www.nuffieldfoundation.org/towards-universal-participation.

Contact: Frances Bright, Communications Manager (Nuffield Foundation)
Tel: 020 7681 9586
Email: fbright@nuffieldfoundation.org

Notes

1. The countries included in the study are England, Germany, Hong Kong, New Zealand, Scotland, Singapore and the USA. For the USA and Germany, only one state was analysed in detail. These are Massachusetts (USA) and Rhineland-Palatine (Germany).

2.‘Upper secondary’ refers to a period of education usually between two and four years in duration and intended for 16 to 18/19 year olds or for 15 to 17/18/19 year olds. It is generally referred to as ‘post-16’ in the UK.

3. This study is a follow-up to Is the UK an Outlier? An international comparison of upper secondary mathematics, Jeremy Hodgen and David Pepper, King’s College London; and Linda Sturman and Graham Ruddock, NFER (Nuffield Foundation 2010). See http://www.nuffieldfoundation.org/uk-outlier-upper-secondary-maths-education

4. The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. The Nuffield Foundation has funded this project, but the views expressed are those of the authors and not necessarily those of the Foundation. More information is available at www.nuffieldfoundation.org

5. King’s College London is one of the top 25 universities in the world (2010 QS international world rankings), The Sunday Times ‘University of the Year 2010/11’ and the fourth oldest in England. A research-led university based in the heart of London, King’s has nearly 23,000 students (of whom more than 8,600 are graduate students) from nearly 140 countries, and some 5,500 employees. More information is available at www.kcl.ac.uk

Related


By Nuffield Foundation

Explore our projects

New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
Teacher with secondary pupils
New

Education | 2024 - 2028

Teaching improvement through data and evaluation (TIDE)

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Pupil school mobility: types, pathways and implications for education

View project
Young girl using an iPad at home
New

Education | 2024 - 2024

Early years digital media literacy review

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
Little girls in primary school uniform

Education | 2024 - 2026

Developing a classroom intervention to improve conversation skills

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
Young girl using an iPad at home
New

Education | 2024 - 2024

Early years digital media literacy review

View project
New

Education | 2024 - 2026

Pupil school mobility: types, pathways and implications for education

View project
Teacher with secondary pupils
New

Education | 2024 - 2028

Teaching improvement through data and evaluation (TIDE)

View project
Secondary school music teacher smiles at students working together at a keyboard.
New

Education | 2024 - 2025

Teacher recruitment & retention challenges in England

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
In progress

Education | 2023 - 2024

Artificial intelligence and education

View project
Two little boys and a little girl, all wearing primary school uniform, work together to solve a puzzle in their classroom.
In progress

Education | 2023 - 2025

What has ‘Free School Meals’ measured and what are the implications?

View project
Father and daughter having fun at home
In progress

Education | 2023 - 2024

Optimisation and feasibility of Triple P parenting programme for remote delivery

View project
Early years professionals playing with children
In progress

Education | 2022 - 2024

Understanding the take-up of early education entitlements

View project
Primary school children using a microscope during a lesson outside at school
In progress

Education | 2023 - 2025

Purposeful and effective practical work in primary school science

View project
Male and female apprentices looking at car engine
In progress

Education | 2022 - 2025

Work or study? Gender and the transition from school to work

View project
Two teenage male pupils study a science lesson as part of their post-16 options
In progress

Education | 2019 - 2024

Post-16 pathways: the role of peers, family background and expectations

View project
Teacher helping primary school girl with schoolwork in the classroom
In progress

Education | 2023 - 2024

The impact of additional learning needs identification in Wales

View project
Teenage sixth form students taking notes in a lesson
In progress

Education | 2022 - 2024

Comparing inequality and outcomes across post-16 education in the UK

View project
Teenage sixth form students walking into college
In progress

Education | 2022 - 2025

The long-term impact of the Education Maintenance Allowance

View project
Little girl watches TV on her own at home
In progress

Education | 2023 - 2025

Do same language subtitles help children learn to read?

View project
14 year old girl doing homework
In progress

Education | 2022 - 2024

Experiences of 14 to 16 year olds in Further Education in England

View project
Young girl using an iPad at home
New

Education | 2024 - 2024

Early years digital media literacy review

View project
Secondary school music teacher smiles at students working together at a keyboard.
New

Education | 2024 - 2025

Teacher recruitment & retention challenges in England

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
School children with their bicycles in the school yard. Happy as a girl and boy walk pushing them side by side.
New

Education | Welfare | 2022 - 2024

Modifying school choice for more equitable outcomes in England

View project
New

Education | 2022 - 2023

The medium-term impact of the COVID-19 pandemic on pupils with SEND

View project
Reception class children using a parachute in a PE lesson
Reported

Education | 2022 - 2023

A movement and story-telling intervention for reception children

View project
Side view of two female high school students in classroom working on laptops social distancing. Student in foreground is in focus and student in background is blurred
Reported

Education | 2021 - 2022

COVID-19 and disadvantage gaps in England 2020 and 2021

View project
Young boy draws and plays with a globe as part of nursery education
Reported

Education | 2020 - 2022

COVID-19 and childcare: local impacts across England

View project
Reported

Education | 2020 - 2022

Ethical principles underpinning co-production with young people

View project
Reported

Education | 2020 - 2021

COVID-19 mitigation measures: education provision and access to special schools

View project
Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
Reported

Education | 2020 - 2022

Can maths apps add value to learning?

View project
Male secondary school student working at home on laptop
Reported

Education | 2020 - 2021

The impact of COVID-19 on mainstream schools in England

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
Reported

Education | Welfare | 2020 - 2022

Growing up under COVID-19

View project
Top view of librarian sitting with five multiethnic children on floor. Teacher reading book to cute girls and young boys at school.
Reported

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
Reported

Education | 2020 - 2024

The influence of headteachers on their schools

View project
Young-child-blurred-in-background-plays-with-abacus-in-foreground-Early-years-employment-pathways-PROJ
Reported

Education | 2019 - 2020

A systematic review of early years degrees and employment pathways

View project
A middle-aged teacher sits at her desk and helps a female student with a problem in her textbook.
Reported

Education | Welfare | 2020 - 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Search projects

We improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We offer our grant-holders the freedom to frame questions and enable new thinking. Our research must stand up to rigorous academic scrutiny, but we understand that to be successful in effecting change, it also needs to be relevant to people’s experience.

Profile