Improving English and Maths GCSE Pass Rates: Urgent Call to Action for Ministers
The government is facing increasing pressure to address what social mobility expert Lee Elliot Major has dubbed a “national scandal” – the high number of teenagers leaving school without GCSE passes in English and maths despite multiple retakes. As the summer’s GCSE results are set to be published, the urgency to tackle this issue has never been more apparent.
Lee Elliot Major, a professor of social mobility at the University of Exeter, has conducted research that highlights the detrimental impact of failing to achieve basic GCSE grades in English and maths. He emphasizes that a significant portion of young people who lack these qualifications face lower chances of future success and higher risks of poor mental and physical health.
“It’s a national scandal that every year a fifth of teenagers fail to master the basic GCSE grades in both English and maths needed to function and flourish in life. Our research reveals the dire individual consequences of this academic failure,” Elliot Major stated.
The Consequences of Failing English and Maths GCSEs
According to Elliot Major, the repercussions of not attaining basic grades in English and maths extend beyond academic prospects. He points out that individuals who fall short in these subjects are at a disadvantage in various aspects of life, including health and involvement in criminal activities.
Academics from the University of Exeter and University College London conducted a study tracking 11,500 pupils in England who first took their GCSEs in 2016-17. The findings indicated that those who failed to pass English and maths were more likely to have longstanding illnesses, behavior problems, or even attempted suicide compared to their peers. Additionally, by ages 17 and 18, these individuals were twice as likely to be cautioned by the police.
Resits Policy and Pass Rates
In England, students who do not achieve a passing grade of at least 4 in maths or English GCSEs are required to retake the subjects while they remain in education. Despite this policy, pass rates for students resitting exams have remained persistently low.
Statistics from the previous year reveal that only 16% of students who retook GCSE maths in England managed to pass with a grade 4 or above, while the figure stood at 26% for GCSE English. Elliot Major stresses the need to review the national resits policy to identify best practices that can help more students secure their grades on their second attempt.
Education Secretary’s Response
Bridget Phillipson, the education secretary, has acknowledged the need for a thorough review of the resits policy. She emphasized the importance of ensuring that all young people have a solid foundation in English and maths, as these subjects serve as a springboard for their future endeavors.
“We need an urgent review of why so many pupils end up without basic grades after a decade of schooling, assessing how we can better diagnose and help four- and five-year-old children falling behind,” Elliot Major urged.
Exam-Related Stress and Mental Health
The stress associated with studying for exams has been exacerbated by recent reforms to the content and structure of GCSEs since 2015. A survey published by the Association of School and College Leaders revealed that over three-quarters of teachers observed mental health issues in students related to GCSE anxiety in the past academic year.
Pepe Di’Iasio, the general secretary of ASCL, expressed concerns about the high-stakes, end-of-course exam model causing significant stress and anxiety among students. He deemed this situation unacceptable and called for reforms to alleviate the pressure on students.
The survey further highlighted that 58% of teachers reported parents contacting the school due to concerns about their child’s ability to cope with exam pressure. Additionally, 65% of teachers were aware of students missing school because of exam-related anxiety.
Proposed Changes and Solutions
While only 9% of teachers advocated for scrapping GCSEs altogether, 31% suggested reducing the number of papers sat for each course. ASCL’s analysis indicated that a student taking a standard set of GCSEs would spend a total of 33 hours sitting exams, reflecting the intensity of the current examination system.
In light of these challenges, it is imperative for policymakers to consider implementing changes that prioritize the well-being of students while maintaining academic standards. The focus should be on fostering a supportive environment that enables young people to thrive academically and emotionally.
Conclusion
The urgency to address the issues surrounding English and maths GCSE pass rates is clear. It is crucial for the government to heed the calls for action from experts like Lee Elliot Major and take concrete steps to improve outcomes for students. By reassessing the resits policy, providing additional support for struggling pupils, and addressing the mental health implications of exam-related stress, policymakers can ensure that every young person has the opportunity to succeed in their academic pursuits and beyond.
