GCSE exam results

ePolitix.com Stakeholders comment on news of the publication of this year's GCSE results for England, Wales and Northern Ireland.

The 2008 GCSE results, released today, show the overall A*-C pass rate has increased by 2.4 percentage points to 65.7 per cent and English has risen 0.7 percentage points and maths 1.1 percentage points compared to last year.

Party Response: Liberal Democrats

Liberal Democrat schools spokesman Annette Brooke told ePolitix.com:

"These young people have clearly worked hard and we should celebrate their success.

"The drop in the total number of entries would suggest that many schools are now turning their backs on GCSEs, particularly in maths. The new regulator must ensure GCSEs really are rigorous qualifications that properly stretch the most talented pupils.

"It is very concerning that the gap between boys and girls appears to be widening again. This educational divide must be tackled.  

"Increased funding needs to be directly linked to children from deprived backgrounds so that schools can provide the increased and personalised support they need."

Stakeholder Response: AQA

Dr Mike Cresswell, director general of the Assessment and Qualifications Alliance told ePolitix.com:

With the publication of the GCSE results for 2008, it is timely to look at the changes in outcomes over the recent past and reflect upon what they tell us about the performance of our young people.

Each year, AQA and the other awarding bodies set GCSE standards by following procedures which have been independently acknowledged by an international study to be among the best in the world and are designed to ensure that standards do not change. These procedures are specified by government regulators (Ofqual in England, DELLS in Wales and CCEA in Northern Ireland) and subject to close scrutiny by them. These scrutinies, and other independent observers, all report that the procedures are closely followed and that the judgements of the quality of candidates’ work which they involve are made with great care and skill.

Despite this independent verification that the procedures used to maintain standards in GCSE examinations are excellent, national pass rates for the top grades have increased significantly.  In recent years, the overall Grade A rate has gone from 16.8 per cent in 2003 to 20.7 per cent in 2008. For Grade C, the pass rate was 58.2 per cent in 2003 and is 65.7 per cent in 2008.

Some commentators argue that these increases are so large that the examinations must have become easier. This is speculation, based upon the dubious assumptions that schools have made no improvements in the last few years and that young people today cannot really be achieving more that those in previous years. There is no independent evidence for these assumptions. In fact, there is good reason to believe that young people now work harder than ever and that recent years have seen schools striving harder than ever to improve the quality of the education which they provide.

So what do the recent increases in GCSE pass rates actually mean for 16 year olds?

Think of a group of half a dozen average 16-year-olds, doing eight GCSEs each this year. Of the 48 results they got between them, 31 were Grade Cs or better, with just 10 being Grade A or A*. In 2003, the corresponding figures for the same group of six average candidates would have been 28 Grade Cs or better, eight of which were Grade A or A*.

Looked at in this way, the improvement in GCSE results over recent years is well within what can reasonably be expected of our school system and not evidence which supports the notion that GCSE standards have changed.

Young people, employers and the nation at large can have complete confidence in GCSE standards. The improving results reflect the continuing improvement of our schools and the hard work of our young people. We celebrate their achievement.
 

 

Stakeholder Response: IET

Institution of Engineering and Technology chief executive Robin McGill, told ePolitix.com:

"We want to know why so few young people study triple or separate sciences. It's conceivable that they are not encouraged to do so, going for the so-called 'softer' options. Questions need to be asked. We hope that the inclusion of measures for performance in maths and science in the school performance tables will shed light on this. If there is a disparity between school performance generally, and in science, we must find out why and act on it to ensure we lose no more time in producing the scientists and engineers of the future.
 
"We believe it is important that young people are offered all opportunities possible to explore science and technology during their studies. Science and technology opens up endless opportunities for exciting and rewarding careers in science, engineering and technology. There is a major skills shortage in these sectors and opportunities to play a significant role in determining how our technological future is shaped.
 
"The IET is committed to promoting the industry and careers in science, and we are involved at the highest levels in dealing with solutions to the lack of uptake of relevant courses. We are firm supporters of the new Engineering Diploma and have been working hard to help the development partnership* ensure it offers an exciting, relevant and engaging course for students.
 
"Ultimately, if young people aren’t given the opportunity to study triple or separate science, they are closing a number of doors behind them that will limit career options later in life and have an adverse effect on our economy.  As we all know, as we go through life, it's always better to keep your options open."

 

Stakeholder Response: ATL

Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers, told ePolitix.com:

"ATL applauds those who have achieved their GCSE results this year, but needs to remind government that GCSEs are part and parcel of a narrow subject-based curriculum that fails a significant proportion of the young people currently leaving school.

"We are not saying that achievement should be made easier or 'dumbed down', or that aspirations should not be high.  What ATL is saying is that the curriculum needs to provide a fully rounded education, not a test driven, exam based, target led system.

"Employers want soft skills such as initiative, creativity, punctuality, reliability and politeness. Universities require research skills, independent learning and innovative thinking. However, it is increasingly difficult for schools and colleges to deliver these skill sets in today’s overcrowded subject-based curriculum.

"The government thinks it can say all these things should be included – but where? On whose timetable do we see the opportunity for young people to cover all of these skills and their subjects as well? Certainly, not on any current mainstream timetable today.

"ATL believes reform cannot come too soon for those who are being effectively dispossessed by the curriculum today."