Addressing Social and Regional Inequality in England’s Post-Covid GCSE Results
The aftermath of the Covid-19 pandemic has brought to light the deep-rooted social and regional inequalities that continue to plague England’s education system, particularly in the realm of GCSE results. As students across the country received their exam grades this year, the disparities in performance based on socio-economic background and geographical location were starkly evident. The impact of the pandemic on education has been profound, with students who were in their first year of secondary school when the crisis began facing significant disruptions to their learning.
Resetting the clocks to pre-pandemic grades, Ofqual and the Department for Education have attempted to level the playing field for students affected by the disruptions. However, the echoes of the pandemic continue to reverberate in the results achieved by those from disadvantaged families, especially those who struggled to meet the grade 4 minimum in English and maths. These students now face the challenge of resitting these subjects while continuing their education over the next two years.
Regional disparities in GCSE performance persist, with London continuing to outperform the rest of the country and the north-east still lagging behind in terms of top grades. While there has been a slight narrowing of the gap between these regions, all areas of England recorded a decrease in the rates of students achieving grade 4 or above. The West Midlands, which had the lowest rate in 2023, saw the most significant decline in performance.
Education Secretary Bridget Phillipson has rightfully condemned the entrenched regional disparities that persist in the education system, emphasizing the need for urgent action to address these inequalities. However, the regional variations in GCSE results often mask the significant variances within each region, highlighting the complexity of the issue at hand.
Recent research has revealed that there are wider variations in grades within individual towns and cities than between the north and south of the country. This underscores the fact that not all schools in affluent areas are high performers, and conversely, not all schools in deprived areas are low performers. The disparities in educational outcomes are complex and multifaceted, requiring a nuanced approach to address them effectively.
Louis Hodge, an associate director at the Education Policy Institute, has highlighted the challenges faced by today’s students in the wake of the pandemic and austerity measures. Factors such as high levels of pupil absence, geographical inequalities, and a widening attainment gap between students from low-income backgrounds and their more affluent peers have contributed to the educational disparities seen in this year’s GCSE results. The gap in attainment between students from different socio-economic backgrounds is equivalent to 19 months of learning by the time they sit their GCSE exams.
Detailed analysis of this year’s GCSE results is still pending, but early data indicates concerning trends in educational inequality. Grammar schools, which cater to a disproportionately low number of disadvantaged students, saw 60% of entries receiving top grades of 7 and above. In contrast, secondary moderns, non-selective schools in grammar school areas, saw a decline in performance this year, with only 12.6% achieving top grades. Private schools, which typically enroll even fewer disadvantaged students than grammar schools, saw an increase in the proportion of entries achieving top grades, reaching 48%.
Sir Peter Lampl, the founder of the Sutton Trust, has expressed concern over the widening gap in attainment between students in private and state schools, reflecting a broader pattern of inequality that has emerged since the pandemic and the cost of living crisis. The disparities in educational outcomes between the most and least well-off young people underscore the urgent need for targeted interventions to address these inequalities and ensure equal opportunities for all students.
Beyond the top grades, the proportion of 16-year-old pupils achieving a grade 4 or above in English and maths has declined, raising concerns about the readiness of students for further education and the workforce. With more students aged 17 and over facing the prospect of resits next year, the challenges of achieving a grade 4 or above in these subjects have become even more pronounced. The data from this year’s results indicate a decrease in success rates for resits, with just 20.9% of English grades for 17-year-olds meeting the grade threshold.
GCSE grades in English and maths serve as crucial gateways to future qualifications and career opportunities, underscoring the importance of addressing the disparities in educational outcomes at an early stage. Cath Sezen, the director of education policy at the Association of Colleges, has raised concerns about the efficacy of current approaches in supporting students who struggle to achieve the required grades in these subjects. Teachers and heads of English and maths are under increasing pressure to improve outcomes for students, while grappling with the challenges posed by the pandemic and widening educational disparities.
In conclusion, the post-Covid GCSE results in England have laid bare the deep-seated social and regional inequalities that continue to pervade the education system. The pandemic has exacerbated existing disparities, highlighting the urgent need for targeted interventions to address these issues and ensure equal opportunities for all students. As policymakers, educators, and stakeholders work towards creating a more equitable education system, it is crucial to prioritize support for students from disadvantaged backgrounds and implement strategies that promote inclusive and accessible learning opportunities for all.
