Mathematics provision and non-participation at advanced level in England: who is not studying post-16 mathematics?

Source abstract

Abstract While the importance of continued mathematics study in upper secondary education (ages 16–18) in England is widely agreed, recent initiatives to raise participation have muddied the waters around who is, and is not, studying post-16 mathematics. In order to find ways of extending mathematics provision to reach more students, it is necessary to determine who these non-participating students are. This paper, therefore, uses contemporary metaphor theory to explore the number and characteristics of non-participating students from the perspectives of three distinct metaphors: the mathematics pipeline, qualification pathways and portfolios of mathematical competences. National participation data from the National Pupil Database are analyzed for students in England who took one or more advanced level (A-level) qualifications between 2015/16 and 2020/21 (n = 796,800). The proportion of A-level students not studying any mathematics is substantially different depending on the model used, with 68% outside the mathematics pipeline and 59% not on a mathematics pathway, compared to 19% without a mathematical portfolio. In all three models, male students and those with high prior mathematics attainment were more likely to access post-16 mathematics provision. The portfolio metaphor raises further questions about what kinds of mathematics are important for all or some 16–18-year olds to study. Access to General Mathematical Competences varies from 81 to 4% of A-level students, with some aspects of these competences missing from the curriculum even for students taking A-level Mathematics. Understanding these different conceptions of who is not currently studying mathematics, as well as the kinds of mathematics missing from A-level curricula, is crucial for imagining future post-16 policy and qualifications interventions.