Progression of Students Who Leave Post-16 Education with Low A Level Grades. Research Report
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| Title: | Progression of Students Who Leave Post-16 Education with Low A Level Grades. Research Report |
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| Language: | English |
| Authors: | Carmen Vidal Rodeiro, Tim Gill, Cambridge University Press and Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2025. |
| 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: | 103 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education High Schools |
| Descriptors: | Foreign Countries, Secondary Education, Exit Examinations, College Entrance Examinations, High Stakes Tests, Scores, Income, High School Graduates, Educational Background, Job Training, Student Characteristics, Self Evaluation (Individuals), Occupational Aspiration, Academic Aspiration |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | In England, A levels are the most popular qualification taken by students post-16. They can lead to university, further education study, training, or work. Students usually take three or more A levels over two years. The majority of A level entries achieve good grades. For example, in 2023, 76.1% of all A levels taken by 18 year-olds were graded A*-C. A levels are the most common route to get into Higher Education (HE) and most courses require specific A levels (or combinations of A levels) and a minimum level of performance on them. A levels are also valued by employers because they can show a good level of knowledge and skills. However, not all A level students achieve good grades. For example, in 2023, 7.3% of all A level entries were graded E (the lowest grade) and a further 2.5% were ungraded. What happens to students who leave school or college with A level qualifications at grade E? Are their opportunities for progression similar to those of students who get better grades? Or are they similar to those of students who achieved different qualifications (e.g., BTECs or Cambridge Technicals)? Do they have good progression outcomes and/or good labour market returns? It is important to make sure that students with poor outcomes at the end of school or college are not forgotten. Knowing their destinations and labour market outcomes would help understand what is happening to them and whether any policy changes / interventions need to be made to help them. This research project aims to understand the education, training and employment destinations, as well as the labour marker outcomes (i.e., earnings), of students who leave post-16 education with grades which might be considered to have little currency (e.g., grades D or E) in their A level qualifications. As the destinations of young people depend, not only on their school qualifications, but also on individual characteristics (e.g., average academic performance, gender, socio-economic status, ethnicity), this research also takes into account students' background characteristics when investigating progression and earnings. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678129 |
| Database: | ERIC |
| Abstract: | In England, A levels are the most popular qualification taken by students post-16. They can lead to university, further education study, training, or work. Students usually take three or more A levels over two years. The majority of A level entries achieve good grades. For example, in 2023, 76.1% of all A levels taken by 18 year-olds were graded A*-C. A levels are the most common route to get into Higher Education (HE) and most courses require specific A levels (or combinations of A levels) and a minimum level of performance on them. A levels are also valued by employers because they can show a good level of knowledge and skills. However, not all A level students achieve good grades. For example, in 2023, 7.3% of all A level entries were graded E (the lowest grade) and a further 2.5% were ungraded. What happens to students who leave school or college with A level qualifications at grade E? Are their opportunities for progression similar to those of students who get better grades? Or are they similar to those of students who achieved different qualifications (e.g., BTECs or Cambridge Technicals)? Do they have good progression outcomes and/or good labour market returns? It is important to make sure that students with poor outcomes at the end of school or college are not forgotten. Knowing their destinations and labour market outcomes would help understand what is happening to them and whether any policy changes / interventions need to be made to help them. This research project aims to understand the education, training and employment destinations, as well as the labour marker outcomes (i.e., earnings), of students who leave post-16 education with grades which might be considered to have little currency (e.g., grades D or E) in their A level qualifications. As the destinations of young people depend, not only on their school qualifications, but also on individual characteristics (e.g., average academic performance, gender, socio-economic status, ethnicity), this research also takes into account students' background characteristics when investigating progression and earnings. |
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