Is Core Maths Fulfilling Its Aim? Impact on Higher Education Outcomes. Research Report
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| Title: | Is Core Maths Fulfilling Its Aim? Impact on Higher Education Outcomes. Research Report |
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| Language: | English |
| Authors: | Tim Gill, Cambridge University Press & Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2024. |
| 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: | 54 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Education, Educational Objectives, Mathematics Curriculum, Higher Education, Foreign Countries, Qualifications, Academic Achievement, Dropouts, Academic Degrees, Probability |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | Core Maths (CM) qualifications were introduced into the post-16 curriculum in England in 2014, with first assessments in 2016. They are a suite of qualifications aimed at students who achieve a grade 4 (originally a grade C) or higher at GCSE Maths but do not go on to take AS or A level Maths. This group comprised around 40% of all students in 2013, when the qualification was proposed (DfE, 2013). One of its stated main purposes was to increase participation in post-16 maths and to help 'develop students' understanding and application of maths in ways that are valuable for further study and employment across a range of areas'. This suggests that CM qualifications may help students in their future study in subjects which have some mathematical content, such as sciences, psychology, business, and engineering. The main purpose of this research was to investigate whether there is any evidence that taking a CM qualification is beneficial to students in terms of higher education (HE) outcomes. The research questions were: (1) Are Core Maths students more likely than non-Core Maths students to progress to HE courses with a quantitative element (e.g., Biology, Psychology)?; (2) Are Core Maths students less likely than non-Core Maths students to drop-out of HE courses with a quantitative element?; and (3) Is taking Core Maths associated with better degree performance in courses with a quantitative element? |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED664989 |
| Database: | ERIC |
| Abstract: | Core Maths (CM) qualifications were introduced into the post-16 curriculum in England in 2014, with first assessments in 2016. They are a suite of qualifications aimed at students who achieve a grade 4 (originally a grade C) or higher at GCSE Maths but do not go on to take AS or A level Maths. This group comprised around 40% of all students in 2013, when the qualification was proposed (DfE, 2013). One of its stated main purposes was to increase participation in post-16 maths and to help 'develop students' understanding and application of maths in ways that are valuable for further study and employment across a range of areas'. This suggests that CM qualifications may help students in their future study in subjects which have some mathematical content, such as sciences, psychology, business, and engineering. The main purpose of this research was to investigate whether there is any evidence that taking a CM qualification is beneficial to students in terms of higher education (HE) outcomes. The research questions were: (1) Are Core Maths students more likely than non-Core Maths students to progress to HE courses with a quantitative element (e.g., Biology, Psychology)?; (2) Are Core Maths students less likely than non-Core Maths students to drop-out of HE courses with a quantitative element?; and (3) Is taking Core Maths associated with better degree performance in courses with a quantitative element? |
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