United Kingdom
Educational attainment at age 16
Key points
- One in ten (70,000 pupils) in England and Wales obtained fewer than 5 GCSEs in 2006/07, only slightly lower than in 1999/00. This lack of improvement contrasts with the continuing improvement for the higher threshold of 5 GCSEs at grade C or above.
- 22% (150,000 pupils) obtained no GCSEs above a grade D in 2005/06. This proportion has fallen over the last decade, from 30% in 1995/96.
- The proportion of pupils obtaining fewer than 5 GCSEs ranges from 14% in Wales to 8% in the South East of England. The proportion is much higher in Wales than elsewhere mainly because of the high numbers who get no GCSEs.
- 24% of boys eligible for free school meals do not obtain 5 or more GCSEs. This compares with 17% for girls eligible for free school meals and 9% for boys not in eligible for free school meals.
- 24% of White British pupils eligible for free school meals do not obtain 5 or more GCSEs. This is a much higher proportion than that for any other ethnic group.
- Combining gender and ethnic group, 28% of White British boys eligible for free school meals do not obtain 5 or more GCSEs. This is a much higher proportion than that for any other combination of gender, ethnic group and eligibility for free school meals.
- See the equivalent analyses for Scotland, Wales and Northern Ireland.
Graph 1: Over time (proportions)
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Graph 2: Over time (numbers)
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Graph 3: By family work status and gender
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Graph 4: By income and ethnicity
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Graph 5: By region
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View an interactive map at local authority district level (England only; opens in a new window).
Download a spreadsheet with the district-level statistics
Why this indicator was originally chosen
In a competitive job market, academic and vocational qualifications are increasingly important. Those without qualifications are at a higher risk of being unemployed and having low incomes. Machines, S in Exclusion, employment and opportunity, Case Paper No 4, Atkinson. A and Hills J, (eds), 1998, page 61. More generally, success in acquiring formal qualifications bolsters children's self-esteem, and enhances development of self-identity.
This indicator reflects the importance of children acquiring formal qualifications. This is by no means the same statistic as that in common recent usage, namely the number failing to obtain at least 5 GCSEs at grade C or above. In the context of a report about poverty and exclusion, using a statistic which covers around half of all children seems inappropriate. Furthermore, at least implicitly, it places no direct value on obtaining a slightly lower set of grades, for example, 4 GCSEs at Grade C.
Definitions and data sources
The first graph shows the proportion of students (defined as pupils aged 15 at 31 August in the calendar year prior to sitting the exams) failing to obtain five or more GCSEs (or vocational equivalent) at grade C or above in England and Wales. The data is split between those who obtain no GCSE grades at all (either because they do not enter for exams or achieve no passes), those who do obtain some GCSEs but less than five, and those who obtain 5 or more GCSEs but less than 5 at grade C or above. Note that in 2003/04 the English statistics moved from 'GCSE/GNVQ' to 'GCSE and equivalent' and this widening reduced the numbers with no passes but did not affect the other thresholds. Furthermore, in 2004/05, the 'no GCSEs' threshold was changed to 'no qualifications' and appears to exclude "entry level qualifications which do not contribute towards GCSE grade G thresholds", again reducing the numbers with no passes but not affecting the other thresholds.
The second graph shows the absolute number of students who obtain either no GCSE grades at all or who do obtain some GCSEs but less than five. Note that the trends are somewhat different from the first graph because of the increasing numbers of students in recent years.
The data sources for the first two graphs are the Department for Children, Schools and Families (formerly DfES) and the Welsh Assembly. The data relates to England and Wales and covers all schools including city technology colleges and academies, community and foundation special schools, hospital schools, pupil referral units and non-maintained special schools. All the statistics relate to pupils passing either GCSEs or GNVQ etc equivalents. Note that the scope of what was counted as an 'equivalent' in England was widened in 2003/04, which is why the proportion considered to have no grades decreased in that year - this change does not, however, materially affect the higher thresholds of 5 GCSEs or GCSEs at grade C or above.
The third and fourth graphs show how the proportion of students failing to achieve five or more GCSEs (or vocational equivalent) varies by pupil characteristics. In the fifth graph, the data is shown separately by gender and whether or not the pupil is eligible for free school meals. In the sixth graph, the data is shown separately by ethnicity and whether or not the pupil is eligible for free school meals. Since entitlement to free school meals is essentially restricted to families in receipt of out-of-work benefits, this should be thought of as a proxy for worklessness rather than low income.
The data source for the third and fourth graphs is the English National Pupil Database. The data relates to England and covers all maintained schools. The data is for 2007.
The fifth graph shows how, in the latest year, how the proportion of students failing to obtain five or more GCSEs (or vocational equivalent) varies by region.
The data sources for the fifth graph are the Department for Children, Schools and Families (formerly DfES) and the Welsh Assembly. The data is for maintained schools only.
Overall adequacy of the indicator: medium. While the data itself is sound enough, the choice of the particular level of exam success is a matter of judgement.
External links
- For a description of the education system in England (and Wales), including what stages correspond to what ages, see Wikipedia.
- See the 2007 Joseph Rowntree Foundation report entitled Tackling low educational achievement and the related 2007 Centre for Analysis of Social Exclusion report entitled Understanding low achievement in English schools.
- See the 2008 report produced by Warwick University for DCSF entitled Minority ethnic pupils in the Longitudinal study of young people in England and a previous 2005 report entitled Ethnicity and education: the evidence on minority ethnic pupils on educational attainment among ethnic minorities.
- See a collection of articles on the links between poverty and exam results by the National Literacy Trust.
Relevant 2007 Public Service Agreements
Overall aim: Raise the educational achievement of all children and young people
Lead department
Department for Children, Schools and Families.
Official national targets
Increase the proportion of young children achieving a total points score of at least 78 across all 13 Early Years Foundation Stage Profile (EYFSP) scales - with at least 6 in each of the communications, language and literacy and language (CLL) and personal, social and emotional development (PSED) scales - by an additional 4 percentage points from 2008 results, by 2011.
Increase the proportion achieving level 4 in both English and maths at Key Stage 2 to 78% by 2011.
Increase the proportion achieving level 5 in both English and maths at Key Stage 3 to 74% by 2011.
Increase the proportion achieving 5A*-C GCSEs (and equivalent), including GCSEs in both English and maths, at Key Stage 4 to 53% by 2011.
Increase the proportion of young people achieving Level 2 at age 19 to 82% by 2011.
Increase the proportion of young people achieving Level 3 at age 19 to 54% by 2011.
Previous 2004 targets
Improve children's communication, social and emotional development so that, by 2008, 50% of children reach a good level of development at the end of the Foundation Stage and reduce inequalities between the level of development achieved by children in the 20% most disadvantaged areas and the rest of England.
Raise standards in English and maths so that:
- by 2006, 85% of 11 year olds achieve level 4 or above and (not with this level of performance sustained to 2008; and
- by 2008, the number of schools in which fewer than 65% of pupils achieve level 4 or above reduced by 40%.Raise standards in English, maths, ICT and science in secondary education so that:
- by 2007 85% of 14 year olds achieve level 5 or above in English, maths and ICT ( 80% in science) nationally with this level of performance sustained to 2008; and
- by 2008, in all schools at least 50% of pupils achieve level 5 or above in each of English, maths and science.
By 2008, 60% of those aged 16 to achieve the equivalent of 5 GCSEs at grades A* to C; and in all schools at least 20% of pupils to achieve this standard by 2004, rising to 25% by 2006 and 30% by 2008.
Increase the proportion of 19 year olds who achieve at least Level 2 by 3 percentage points between 2004 to 2006, and a further 2 percentage points between 2006 and 2008, and increase the proportion of young people who achieve level 3.
Overall aim: Narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers
Lead department
Department for Children, Schools and Families.
Official national targets
Improve the average (mean) score of the lowest 20% of the Early Years Foundation Stage Profile (EYFSP) results, so that the gap between that average score and the median score is reduced by an additional 3 percentage points from 2008 results, by 2011.
Increase the proportion of pupils progressing by 2 levels in English and maths at each of Key Stages 2, 3 and 4 by 2011:
- KS2: English 9 percentage points, maths 11 percentage points.
- KS3: English 16 percentage points, maths 12 percentage points.
- KS4: English 15 percentage points, maths 13 percentage points.
Increase the proportion of children in care at Key Stage 2 achieving level 4 in English to 60% by 2011, and level 4 in mathematics to 55% by 2011.
Increase the proportion of children in care achieving 5A*-C GCSEs (and equivalent) at Key Stage 4 to 20% by 2011.
Other indicators of progress
Achievement gap between pupils eligible for Free School Meals and their peers at Key Stages 2 and 4.
Proportion of young people from low-income backgrounds progressing to higher education.
Relevant government policies
- Education action zones, excellence clusters and excellence in cities action zones
- Primary national strategy
The numbers
Graphs 1 and 2
| Year | Percentages | Thousands | |||
|---|---|---|---|---|---|
| No grades (entered no exams + achieved no grades) | At least 1 but less than 5 GCSEs | 5+ GCSEs but less than 5 at Grade C or above | No grades (entered no exams + achieved no grades) | At least 1 but less than 5 GCSEs | |
| 1995/96 | 8.0% | 6.3% | 41.3% | 50K | 40K |
| 1996/97 | 7.9% | 6.1% | 41.0% | 49K | 38K |
| 1997/98 | 6.8% | 6.1% | 40.9% | 41K | 37K |
| 1998/99 | 6.1% | 5.7% | 40.3% | 38K | 35K |
| 1999/00 | 5.7% | 5.6% | 39.5% | 35K | 35K |
| 2000/01 | 5.6% | 5.7% | 38.7% | 36K | 37K |
| 2001/02 | 5.5% | 5.8% | 37.1% | 36K | 37K |
| 2002/03 | 5.3% | 6.1% | 35.8% | 35K | 40K |
| 2003/04 | 4.3% | 7.1% | 35.0% | 29K | 49K |
| 2004/05 | 3.8% | 7.4% | 32.7% | 26K | 50K |
| 2005/06 | 3.5% | 7.3% | 31.0% | 24K | 50K |
| 2006/07 | 2.9% | 7.3% | 29.3% | 20K | 51K |
Graph 3
| Group | In receipt of free school meals | Not in receipt of free school meals |
|---|---|---|
| Boys | 24% | 9% |
| Girls | 17% | 6% |
Graph 4
| Ethnic group | In receipt of free school meals | Not in receipt of free school meals |
|---|---|---|
| Bangladeshi | 8% | 8% |
| Black African | 13% | 9% |
| Black Caribbean | 13% | 8% |
| Indian | 7% | 3% |
| Pakistani | 11% | 7% |
| White British | 24% | 7% |
| White other | 20% | 15% |
Graph 5
| Region | No grades | At least 1 but less than 5 GCSEs |
|---|---|---|
| East | 2.5% | 5.8% |
| East Midlands | 2.6% | 6.6% |
| London | 2.5% | 5.9% |
| North East | 2.8% | 7.2% |
| North West | 2.9% | 6.4% |
| South East | 2.3% | 5.6% |
| South West | 2.3% | 6.4% |
| Wales | 6.4% | 7.2% |
| West Midlands | 2.4% | 6.4% |
| Yorkshire and The Humber | 3.1% | 7.4% |