Widening disadvantage gap for the class of 2023

This summer’s exam results have, once again, revealed educational inequalities and a widening attainment gap between students from higher and lower socio-economic groups, as well as those located in the south and north.

This blog looks at the figures for A levels, Highers, and GCSEs, and suggests how we can improve higher education opportunities for people from less advantaged backgrounds.

A level results reveal a widening attainment gap

A level results released by Ofqual (1) show that in 2023, despite the drop in percentage outcomes for all candidates to pre-pandemic levels in England, the large “disadvantage gap” remains.

In 2023, the percentage of students achieving grade A and above in the UK’s 1144 post-16 academies is 25.4, whereas for the 471 independent schools, it is 47.4. If other state-funded schools are considered, the differential is even greater. In state-funded further education establishments, sixth form colleges and comprehensives, only 14.2%, 22.6% and 22.0% respectively achieved grade A and above. While educational inequalities were already apparent during the pandemic, a comparison of 2023 results with the pre-pandemic results of 2019 shows just how much the disadvantage gap has widened.

In 2019, 44.8% of students in independent schools received a grade A and above, against 24.0% in academies, 16.5% in further education establishments, 22.0% in sixth form colleges and 20.1% in comprehensives. The widening attainment gap has also been demonstrated by further analysis undertaken by the Sutton Trust (2), which showed that the quintile of students from the most deprived counties has increased its proportion of the highest grades by only 0.2% since 2019, while the least deprived quintile has increased its proportion by 2.4%.

Widening regional inequality has also been affected by the enforced reversal of pandemic-related grade inflation for the English cohort, and not for the Welsh or Scottish cohorts, which means England’s 2023 school leavers have relatively lower grades than their Welsh or Scottish counterparts, putting them on a back foot in the fight for degree places with higher entry requirements.

Additionally, analysis by the Sutton Trust (3) showed geographical divides have widened within England. The proportion of all students gaining A and above fell by 1.0% in the North East (comparing 2019 with 2023 figures) and by 0.2% in Yorkshire and the Humber. Conversely, for the same time period, in London it rose by 3.1% and in the South East it increased by 2.0%.

Scottish Highers show growing attainment gap in more deprived areas

As reported by The National (4), the Scottish Qualifications Authority published exam results earlier in August, and their analysis showed a widening attainment gap between the most and least deprived areas of Scotland between 2023 and 2022. For students in the 20% most deprived areas of Scotland, the Higher pass rate was 70.2% this year, down from 83.2% last year. In the 20% least deprived areas, the Higher pass rate for 2023 was 85.1%, which is down from 91% last year. Although the results show the gap between attainment levels in the least and most deprived areas has narrowed from the 2019 level, they also show that since the pandemic, less advantaged learners have been disproportionately impacted.

GCSE results

As with A level grades, GCSE results released by Ofqual (1) also show that although the inequalities exacerbated by the pandemic are reducing somewhat, there remains a significant “disadvantage gap” depending on the type of school attended.

In 2023, the percentage of students achieving grade 7 and above in all subjects in the UK’s 2034 secondary academies is 21.1, whereas for the 784 independent schools, it is 46.6 and for the 86 state-funded secondary selective schools, it is 59.3. In other non-selective state-funded schools the attainment gap is even greater. In free schools, secondary comprehensives, and secondary moderns only 19.6%, 19.1% and 14.0% respectively achieved grade 7 and above in all subjects. Further analysis undertaken by the Sutton Trust (5) shows how London has had the largest rise in top grades between 2019 and 2023, with an additional 2.7% achieving grade 7 and over, in all subjects.

Access to University

UCAS reported that 79% of UK 18-year-old applicants who received their A level results in 2023 gained a place at their first-choice institution. This figure is down marginally from 81% last year but up from 74% in 2019, the last pre-pandemic year. (6)

UCAS also revealed that the number of 18-year-olds from the least advantaged backgrounds in the UK (POLAR4 Quintile 1) to be accepted fell from 26,440 last year to 25,760 in 2023. The number of 18-year-olds from the most advantaged backgrounds in the UK (POLAR4 Quintile 5) to be accepted fell from 79,650 last year to 76,780 in 2023. This means that for every less advantaged student in 2023, 2.30 advantaged students progress, compared to 2.29 last year. (6).

In 2022, prior to this year’s enforced reversal of grade inflation, the number of 18-year-olds being accepted into university from the least advantaged backgrounds had reached a record, and a further predicted widening of access (7) by UCAS forcests a narrowing in the ‘application gap’ by 2030. If this were to occur, there is a danger that those from intermediate backgrounds might be ‘squeezed out’ as increases in admissions for those from lower socio-economic backgrounds occur, whilst the proportion of those from higher socio-economic backgrounds remains relatively static.

Further challenges for potential university students from lower socio-economic backgrounds

For those intending to pursue a university education, further challenges lie ahead, some of which are likely to have a greater impact on students from less advantaged backgrounds. The results have come out in a summer in which the UK Prime minister, Rishi Sunak, announced a crackdown on “rip-off degrees”, whereby a cap will be placed on the number of students on courses that deliver “poor outcomes” – in the form of either high drop-out rates or a lack of well-paying jobs at the end of the course. While we agree that students should see a return from substantial course fees, it has been argued that such a policy will possibly penalise students from less advantaged backgrounds, since the courses which face capped numbers are likely to be more accessible to students from less advantaged backgrounds (8). Also, the increasing number of 18-year-olds in the population has exacerbated the squeeze on places, a demographic phenomenon that will continue until 2030. Statistics from the Office for National Statistics (ONS) show there are around 775,000 Britons aged 18 in 2023, up 25,000 on last year (9).

In addition, the challenging economic climate will also have a disproportionate effect on people from lower-socio economic groups. Large numbers of university students are at risk of financial hardship this coming academic year, and financial concerns are key drivers of participation in higher education. As previously highlighted by the Bridge Group, there has been a long-standing shortfall in financial support for students, and financial pressures can impact on all areas of students’ lives including grades, relationships, health and social lives (10). A survey undertaken by Save The Student (11) earlier this year, found that the average monthly shortfall between Maintenance Loans and student living costs is £439.

Recommendations from the Bridge Group that address the attainment gap

In light of the above, it is easy to feel despondent about higher education opportunities for people from lower socio-economic groups. There are, however, suggestions and recommendations, previously made by the Bridge Group, that stakeholders should consider to help reduce inequality.

To close the attainment gap in the UK, the Bridge Group advises that systemic solutions are needed and those best placed to provide them are properly trained schoolteachers with their mastery of the curriculum. Other schemes, such as free or subsidised tutoring (eg the National Tutoring Programme), university and charity-led outreach schemes, contextual admissions and accepting less advantaged young applicants with slightly lower offers, all have potential. Find out more about closing the attainment gap.

Recognise that certain selective university institutions exacerbate the disadvantage experienced by students from lower-economic groups, by making it even more difficult to gain entry. In order to recruit a more diverse student body, certain educational establishments should investigate the impact of their admissions requirements and processes and how they make decisions about applicants, including a better understanding of contextual admissions. Find out more about how students from lower socio-economic communities need higher A-level grades to access selective UK law schools, and what can be done about it.
Keep in mind the importance of physical location in the social mobility debate. Bridge Group research has looked at the impact of living in isolated areas on progression to higher education amongst young people from lower socio-economic backgrounds. The research highlights the need for: an improved evidence base on sparsity; better understanding of FE and HE outreach and how to improve it; the availability of flexible and part-time study; the need for schools to pool expertise, share strategic objectives and increase accessibility to (and monitoring of) ‘enrichment’ activities; the availability of additional, ring-fenced funding for schools; and the creation of a national qualification structure at level 4 and 5. Find out more about the influence of place.
Once at university, students from lower socio-economic backgrounds are likely to face disproportionate effects from the financial pressures of study. To help reduce the risks of financial hardship for university students, and the lower graduate outcomes that are linked with student hardship, universities can consider a number of different measures. These include: expansion of hardship funds and bursaries for work experience; help for commuter students such as relaxing requirements for in-person attendance; practical advice on how to survive the cost of living crisis, as well as mentoring for tailored career advice. Also a review of the role, and scale, of maintenance funding should be undertaken. Find out more about the link between the cost of living crisis and graduate outcomes and what can be done to help students.
Graduates who stay in the region after graduating enjoy good graduate outcomes locally, as well as a lower cost of living than in London and other big cities. They are also more likely to be from lower socio-economic backgrounds and to be more mature. Bearing this in mind, it is important for universities and employers to support local progression, helping stimulate economic growth in the regions. Read our ‘Staying Local’ report and find out more about graduate retention in the regions.

By Kate Newrick

Communications Officer

07/9/23

6 minute read

Kate Newrick7 September 2023