This publication includes analysis of the National Pupil Database (NPD): The Department for Education is responsible for the collation and management of the NPD and is the Data Controller of NPD data. [...] Yet there is a major shortage in the supply of STEM skills and there are systematic differences in the representation of different characteristic groups in the STEM labour market. [...] After adjusting for observable pupil characteristics, around 6.6% of the remaining variance in the likelihood of progressing to STEM level 3 is due to differences in the school attended. [...] First, we review the existing literature on the evolution of the STEM education in England, the likely drivers of STEM participation post-16, and the difference in progression rates by pupil characteristics. [...] Figure 1.4 shows differences in participation and attainment for A level subjects in 2022: STEM subjects are highlighted in light green, and the size of the bubble corresponds to number of entrants.
Authors
- Pages
- 83
- Published in
- United Kingdom
Table of Contents
- Louis Hodge and Lorna Stevenson EPI 1
- Jenny Griffiths and Baz Ramaiah CfEY 1
- About the Education Policy Institute EPI 2
- About the Centre for Education and Youth CfEY 2
- About Mission 44 2
- About the authors 2
- Contents 4
- Executive summary 6
- Summary of key findings 7
- Recommendations 9
- Introduction 10
- Lorna Stevenson and Louis Hodge 12
- Education Policy Institute 12
- Strand 1 12
- Introduction 13
- Key takeaways 13
- Defining STEM progression in post-16 education 14
- Progression to post-16 STEM The Three Ps model 15
- Post-16 STEM progression by characteristics 17
- Conclusion 28
- Louis Hodge and Lorna Stevenson 29
- Education Policy Institute 29
- Louis Hodge and Lorna Stevenson 29
- Education Policy Institute 29
- Strand 2 29
- Introduction 30
- Key takeaways 30
- Data 32
- Descriptive picture 33
- School level effects 39
- Characteristics at the school level 43
- Conclusion 50
- Jenny Griffiths and Baz Ramaiah 51
- Centre for Education and Youth 51
- Strand 3 51
- Introduction 52
- Key takeaways 52
- Methodology 53
- Findings 54
- Conclusions 61
- Conclusions 62
- Appendices 65
- Appendix 1 Policy timeline and environment 66
- Appendix 2 Tables in support of quantitative analysis 75
- Appendix 3 Formal regression specifications 78
- Appendix 4 Additional results 79
- References 80
