Royal Society responds to 2024 GCSE results

Responding to the publication of today’s GCSE results, Sir Martin Taylor, Chair of the Royal Society’s Advisory Committee on Mathematics Education (RS ACME) and a member of the Royal Society’s Education Committee, said:

“Congratulations to all students in England, Wales and Northern Ireland receiving GCSE, technical and vocational results today.

"It is disheartening to see the continually repeating pattern of compulsory resit exams not serving young people’s needs. This year, 85% of students aged 17-19 retaking GCSE maths in England did not reach a Grade 4 (this has increased from 82.6% in 2019). This highlights the importance of reforming the mathematical and data education and assessment system to better engage young people with the maths that matters to them, and that is appropriate to prepare them for a data-rich world beyond school or college.

"It is positive to see computing entries up by 5.8%, which is larger than the cohort size increase this year. However, the gender split is abysmal, attracting only 21.9% girls vs 78.1% boys, up only slightly from last year (21.0% in 2023).

"Despite girls performing just as well as, if not better than, boys, (66.3% of boys got a Grade 4 or above vs 75.5% of girls), they appear to be discouraged from studying computing. More needs to be done to encourage girls to pursue this valuable subject to prepare them for future life, including careers in a wide range of sectors.  

"We are encouraged to see the growing popularity of Statistics GCSE – albeit from a low base. There has been a massive increase in the use and availability of data – through digital technologies, across school subjects, and in the media, to name a few. It is therefore crucial that all young people – not only those with access to Statistics GCSE – are given an understanding of how statistics and data impact their lives and work. This reflects recommendations in our upcoming report on reforming mathematical and data education.

"Once again, combined science (worth two GCSEs) is how most students study GCSE sciences. However, our recent Science Education Tracker survey showed that students taking combined science spend less time doing hands-on practical science than those taking GCSEs in individual science subjects.

"Students taking combined science are also less likely to be taught by biology, chemistry and physics specialists. This mostly impacts students from low-income areas, those without family science connections, or without a university-educated parent. These students could therefore be missing out on the practical experience of science which could encourage them to pursue STEM subjects during post-16 education. We therefore need more consistency across science GCSE opportunities.

"It is also concerning that the number of hours taught by a teacher with a relevant post-A level qualification has decreased slightly across maths, science and computing. For example, less than 40% of computing teachers have a relevant post-A level qualification. Professional development is central to ensuring a strong supply of specialist teachers across maths, science and computing subjects to ensure all pupils have the best chance of success at GCSE and beyond.

"It is, however, promising to see the increased uptake in music, arts and design subjects and history among others. An education system which offers young people the opportunity to have a breadth of experience from primary up to the age of 18 must be the way forward. This would ensure young people are equipped with the knowledge, creativity, critical thinking and interpersonal skills they need to become well-rounded, active members of society.

"We hope the Government’s independent curriculum and assessment review will open more opportunities for young people. The planning for these changes must be coherent across all age ranges and subjects.”