Socio-economic Background and Attainment at GCSE: Does the Attainment of Students Eligible for Free School Meals Differ Over Time By Assessment System or Other Background Characteristics?

In 2024 there were over 5.8 million GCSE entries in England. A milestone for most young people aged 16 and the validation of five years of secondary schooling, their results are also key to subsequent opportunities in work and higher study. Yet the returns from their efforts vary, as differences in attainment persist despite numerous educational initiatives. Attainment gaps by student background factors have been the subject of longstanding research, and it is widely acknowledged that difference by economic background is particularly persistent and significant, with gaps being far larger than those by ethnicity or gender. Such differences have been estimated to reach over two years of difference in levels by age 16 and could take up to 50 years to eliminate at current rates. As the proportion of students known to be eligible for Free School Meals (FSM) rises, reaching 24.6 % in 2024, this issue could affect more than 1.1 million students in our schools. However, research on interactions of socio-economic background with regards to their examination context have been mostly focused on dichotomies of modular versus linear assessment or the influence of coursework from isolated points in time. This research used exploratory data analysis, including descriptive statistics and correlational methods, with linear regression to investigate examination entry patterns and attainment over time using 18 years of GCSE attainment and background data from the National Pupil Database (NPD). This was then reviewed within the context of changes to GCSE examinations from 2001/2 to 2018/19. Results were integrated with analysis of the composition of cohorts of those eligible for FSM over the same period to provide an in-depth picture of their attainment. The use of FSM eligibility as a proxy measure of socio-economic disadvantage was also considered, along with the issues in using large secondary, administrative datasets. Attainment by FSM eligibility was correlated to gaps which were independently larger than for any categories of gender, ethnicity or first language. Additionally, certain pupil groups appeared to be disproportionately represented in the cohort eligible for FSM. Although attainment gaps by family income, as proxied by eligibility for FSM, were greater, results also indicated differences in attainment for those with lower family incomes when in combination with other particular background factors. Interactions between FSM eligibility and Special Educational Needs (SEN) appeared to have a strong effect. Results indicated potential associations between certain examination changes and attainment, however attainment gaps by eligibility for FSM still appeared to persist through many assessment changes over time. The aim of this study was to examine patterns of attainment according to FSM eligibility in GCSE English and mathematics against a backdrop of changing GCSE qualifications, entry types and examination tiers using data from each year from 2001/2 to 2018/19. Findings may contribute to current debates on curriculum and examination and in particular the need to move beyond discussion of attainment gaps by single, isolated factors.<p></p>

Author dc:creator

• Amanda Rigg (21042626)

• GCSE
• English
• mathematics
• background characteristics
• attainment differences
• history of assessment
• Free School Meals
• assessment methods
• socio-economic gap

Statement dc:rights

• All rights reserved
• Open Access after 2027-11-26

Identifier

10779/exe.32532369.v1

OAI identifier oai:identifier

oai:figshare.com:article/32532369