Five things to look out for on results day for A levels, T levels and other Level 3 qualifications. 

As results day approaches for A levels, T levels, and other Level 3 qualifications, it’s essential to consider the latest educational data. The Fischer Family Trust (FFT), a non-profit organisation that has been providing accurate data to schools for over 20 years, offers a valuable analysis of these trends. Using FFT’s comprehensive data, we’ll explore key trends and outliers in the current educational landscape, offering insights into what they might mean for students and schools.

A level Entries: Growth and Stability

According to FFT data, A level entries have increased by 2.4% from 2023 to 2024, with the total number reaching 825,390. This uptick in entries suggests a strong return to traditional academic pathways post-pandemic. Despite the growth in numbers, the distribution of grades has remained stable, with 25% of students expected to achieve an A or A* grade—an outcome consistent with previous years.

 T levels: Gaining Ground Amidst Uncertainty

FFT’s analysis also sheds light on the rise of T levels, which are being positioned as a new standard for vocational education. While there is a growing interest in T levels, concerns remain regarding student retention rates. The data highlights that while many students switch courses, a significant minority remain committed to completing T levels without making changes. This raises important questions about the long-term viability of T levels as a dominant vocational option, especially in comparison to other vocational qualifications like BTECs and Cambridge Technicals. These alternatives continue to serve as crucial pathways to both employment and higher education.

Subject Choices: Emerging Trends and Challenges

The FFT data reveals significant trends in subject choices. Traditional A level subjects such as maths, psychology, and biology continue to dominate. However, there has been a noticeable increase in entries for further mathematics, physics, computer science, classical studies, and modern foreign languages. On the other hand, subjects like sociology, drama, geography, and history have seen a decline in popularity. Of particular concern is the consistent decline in religious studies over the past three years, contrasting with the significant rise in computer science and economics. These changes could have far-reaching implications for the availability of specialised teachers and the continuity of certain subjects within the curriculum.

Recognising Outliers: Individual Challenges Behind the Data

While FFT’s big data provides valuable insights into general trends, it’s important to consider the outliers – students whose experiences and outcomes differ significantly from the majority. These outliers often represent students facing unique challenges, such as personal trauma, limited resources, or undiagnosed learning needs. Addressing the needs of these students is crucial for ensuring that all individuals receive the support they need to succeed.

The Human Aspect of Educational Data

It’s essential to remember that the data provided by FFT represents real students, each with their own set of experiences and aspirations. The implications of these trends go beyond statistics, affecting the futures of individuals. For students who may not achieve their desired results, it’s important to highlight that alternative pathways and second chances are available. Organisations like the National Extension College (NEC) offer flexible learning opportunities, ensuring that education remains accessible to all, regardless of their circumstances.

Conclusion

Using data from the Fischer Family Trust, this blog has explored the latest trends in A levels, T levels, and other Level 3 qualifications. By examining these trends and recognising the outliers, we can better understand the challenges and opportunities facing today’s students. As educators and policymakers move forward, it’s critical to focus not only on the data but also on the individuals behind the numbers, ensuring every student has the chance to succeed.

Written by Andrew Gill, NEC Partnership Consultant.

Reference:|Exams and assessment

 

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