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| What A-level results day tells us about British students | What A-level results day tells us about British students |
| (35 minutes later) | |
| Results day marks the end of two years’ work for students – and the beginning of the end of A-levels as we know them. | Results day marks the end of two years’ work for students – and the beginning of the end of A-levels as we know them. |
| Related: A-level results day 2016: UK students get their grades – live | Related: A-level results day 2016: UK students get their grades – live |
| As well as A-levels ceasing to be modular, with exams taken along the way, AS-level results will no longer count towards final A-level grades. | As well as A-levels ceasing to be modular, with exams taken along the way, AS-level results will no longer count towards final A-level grades. |
| In general, each year’s A-level results tell us little about the effectiveness of teaching, since the exams regulator’s policy of comparable outcomes means the overall grade distribution is tied to GCSE achievement. This means if GCSE results rise, AS- and A-level results will be allowed to rise in the ensuing years. | In general, each year’s A-level results tell us little about the effectiveness of teaching, since the exams regulator’s policy of comparable outcomes means the overall grade distribution is tied to GCSE achievement. This means if GCSE results rise, AS- and A-level results will be allowed to rise in the ensuing years. |
| So while, overall, this year’s A-level results are similar to last year’s, the main conclusion we can draw from this is that those taking A-levels this summer had similar GCSE attainment to that of their predecessors. | So while, overall, this year’s A-level results are similar to last year’s, the main conclusion we can draw from this is that those taking A-levels this summer had similar GCSE attainment to that of their predecessors. |
| Related: A-level results show another drop in A* and A grades | Related: A-level results show another drop in A* and A grades |
| But while results nationally have stayed broadly the same, there have been significant changes at a subnational level. The distribution of A-level grades is always better in England than it is in Wales. This disparity has increased further, with 52.8% in England achieving A*-B compared with 48.1% in Wales – versus 52.7% and 49.0% last year. | |
| What is fascinating is that the proportion of A* and A grades among Welsh boys has fallen significantly in 2016, a pattern not mirrored by Welsh girls or English boys. Academics have previously shown that the exam performance of teenage boys is affected by major sporting events. Could the success of Wales in Euro 2016 be to blame? | |
| Nationally, the number of entries in the social sciences, such as economics and sociology, has continued to rise. However, there has been no increase in entries in the so-called facilitating subjects, which are preferred by the more selective Russell Group of universities. | Nationally, the number of entries in the social sciences, such as economics and sociology, has continued to rise. However, there has been no increase in entries in the so-called facilitating subjects, which are preferred by the more selective Russell Group of universities. |
| Next year may be a different story, as the changes kick in. The first sign of things to come can be seen in this year’s AS-level results, particularly in the subjects that have been “decoupled” from A-levels. | Next year may be a different story, as the changes kick in. The first sign of things to come can be seen in this year’s AS-level results, particularly in the subjects that have been “decoupled” from A-levels. |
| Related: Ditch the platitudes, please: A-levels matter – especially for the least well off | Frances Ryan | Related: Ditch the platitudes, please: A-levels matter – especially for the least well off | Frances Ryan |
| Approximately a third of subjects have been decoupled so far, with the link to be broken for the remainder of subjects over the next two years. Sixth forms can still enter students for AS-levels in these subjects – but they will no longer count towards the A-levels they will sit next summer. | Approximately a third of subjects have been decoupled so far, with the link to be broken for the remainder of subjects over the next two years. Sixth forms can still enter students for AS-levels in these subjects – but they will no longer count towards the A-levels they will sit next summer. |
| This has resulted in some large falls in entry levels in the subjects that have decoupled. Entries in AS history, for example, have fallen by 24%; other decoupled subjects have dropped by up to a third. By contrast, in mathematics, which will be among the final set of AS-levels to be decoupled in two years, the proportion of entries has fallen by only 2%. | This has resulted in some large falls in entry levels in the subjects that have decoupled. Entries in AS history, for example, have fallen by 24%; other decoupled subjects have dropped by up to a third. By contrast, in mathematics, which will be among the final set of AS-levels to be decoupled in two years, the proportion of entries has fallen by only 2%. |
| Looked at another way, between two-thirds and three-quarters of schools and colleges have still chosen to enter year 12 students for AS-levels in the decoupled subjects. | Looked at another way, between two-thirds and three-quarters of schools and colleges have still chosen to enter year 12 students for AS-levels in the decoupled subjects. |
| AS-levels can help students make informed decisions about which subjects to continue into year 13 and help sixth forms track student performance. The evidence suggests, for now at least, a majority of sixth forms believe these benefits outweigh the value of the extra teaching time that not preparing for AS-levels exams would present. | AS-levels can help students make informed decisions about which subjects to continue into year 13 and help sixth forms track student performance. The evidence suggests, for now at least, a majority of sixth forms believe these benefits outweigh the value of the extra teaching time that not preparing for AS-levels exams would present. |
| Rebecca Allen is director of Education Datalab | Rebecca Allen is director of Education Datalab |