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Provision of GCSE Subjects 2021. Statistics Report Series No. 134

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Title: Provision of GCSE Subjects 2021. Statistics Report Series No. 134
Language: English
Authors: Tim Gill, Carmen H. J. Lim, Cambridge University Press & Assessment (United Kingdom)
Source: Cambridge University Press & Assessment. 2023.
Availability: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/
Peer Reviewed: N
Page Count: 20
Publication Date: 2023
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Exit Examinations, Secondary School Students, College Entrance Examinations, Institutional Characteristics, Academic Achievement, Single Sex Schools, Disadvantaged Schools, Gender Differences, School Size, Incidence, Intellectual Disciplines
Geographic Terms: United Kingdom (England)
Abstract: This report looks at the provision of GCSE subjects in England in 2021. Provision in a GCSE subject is defined as the number or percentage of schools with at least one student taking the subject. This may not cover all of the actual 'provision' since schools might offer to provide a subject, but none of their students wants to study it. This report was produced using publicly available data from the Department for Education's (DfE) "Find and compare schools in England" service. The dataset consisted of Key Stage 4 (KS4) entry numbers for all GCSE subjects in each school in England. Other school information, such as schools' sex composition, school type, and admissions policy were also available. However, some data (available in previous years) was not available in the 2021 dataset, including GCSE grades achieved and the percentage of disadvantaged students in each school. The decision was made to use data (for these tables only) from the 2019 data set. The report presents only the provision of GCSE subjects in schools with students taking GCSEs in 2021. Only GCSEs (9-1) full course (both single and double award) were counted for this report. Schools with at least 10 students taking GCSEs were included in the analysis. In this report, the level of provision is presented by the following school classifications: school type, school attainment, school deprivation level, school sex composition, and school size. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED639638
Database: ERIC
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  Data: This report looks at the provision of GCSE subjects in England in 2021. Provision in a GCSE subject is defined as the number or percentage of schools with at least one student taking the subject. This may not cover all of the actual 'provision' since schools might offer to provide a subject, but none of their students wants to study it. This report was produced using publicly available data from the Department for Education's (DfE) "Find and compare schools in England" service. The dataset consisted of Key Stage 4 (KS4) entry numbers for all GCSE subjects in each school in England. Other school information, such as schools' sex composition, school type, and admissions policy were also available. However, some data (available in previous years) was not available in the 2021 dataset, including GCSE grades achieved and the percentage of disadvantaged students in each school. The decision was made to use data (for these tables only) from the 2019 data set. The report presents only the provision of GCSE subjects in schools with students taking GCSEs in 2021. Only GCSEs (9-1) full course (both single and double award) were counted for this report. Schools with at least 10 students taking GCSEs were included in the analysis. In this report, the level of provision is presented by the following school classifications: school type, school attainment, school deprivation level, school sex composition, and school size. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Single Sex Schools
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Gender Differences
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      – SubjectFull: School Size
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      – SubjectFull: Incidence
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: United Kingdom (England)
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