Stephen Gorard|Beng Huat See
The impact of socio?economic status on participation and attainment in science
University of Birmingham|University of Birmingham
abstract paper combine findings two recent studies relating participation attainment school science reanalysis existing official data england review wider international research evidence literature relevant uk although secondary data drawn mainly england comprehensiveness datasets together inclusion review international studies maths science participation provides useful reference point international audience research prompted concerns reduction uptake physical sciences post16 especially higher education interest ways encouraging study science students less prestigious socioeconomic status backgrounds concerns unique uk using largescale official datasets show participation attainment science stratified socioeconomic status students poorer families less likely take sciences post16 many subjects less likely obtain grades high enough encourage study subject conclusive evidence found explain satisfactorily plausible reasons suggested literature include relative scarcity local opportunities putting wish study away home perceived time demands studying science difficulties combining parttime study parttime work needing continue earning studying direct support professional parents may also lead greater participation post16 science students higher ses perhaps simplest explanation participation science level often predicated upon success previous educational stage clear differences science attainment age 16 students differing backgrounds could explain subsequent differential participation however differences dissimilar subjects largest gap presented paper students eligible eligible free school meals also show patterns appear early life children ages 7 11 attainment three core subjects english maths science negatively related living area deprivation paper ends discussion suggestions research policy practice emerging review evidence keywords science attainmentpost16 participationsocioeconomic statuspovertysecondary analysis acknowledgements authors would like thank royal society funding research underlying paper colleague emma smith help preparing figures tables 1 2 notes 1 gifted talented name programme intended identify stimulate talented students 2 national curriculum england organised blocks years called key stages four key stages well foundation stage foundation stage covers education children reach age five compulsory school age key stage 1 ks1 covers education children aged 57 ie years 1 2 ks2 children aged 711 ie years 3 4 5 6 ks3 1114yearolds years 7 8 9 ks 4 children aged 1416 years 10 11 3 gcse commonly taken qualification age 16 alevels levels commonly taken qualification post16 education specialist science subjects routinely used entry qualifications higher education 4 youth cohort study run office national statistics uk series longitudinal surveys contacts sample academic yeargroup cohort young people spring following completion compulsory education usually one two years later