Young people could be limiting future salaries by dismissing A level maths

A new report funded by the Nuffield Foundation has found that 80 per cent of 17-year olds disagree with the idea of making maths compulsory post-16 even though there is evidence that those with A level maths earn more later in life.

The report also shows that an increase in the number of pupils achieving A* and A grades in GCSE maths has led to an increase in the numbers taking A level maths. This means the changes to the GCSE grading structure could lead to a decrease in the number of pupils choosing A level maths, as fewer will achieve the top grades at GCSE.

The study ‘Rethinking the value of Advanced Mathematics Participation’ (REVAMP), was undertaken by Professor Andrew Noyes and Dr Michael Atkins from the School of Education at the University of Nottingham and set out to investigate the value of A-level mathematics from several viewpoints.

Experts looked at four different strands of analysis within the project – the economic returns to A level maths, the changing participation in A level maths from 2005-13, the relationship between A-level maths and degree outcomes, and a national survey of ten thousand 17-year-olds.

The researchers found compelling evidence of a continued wage return of up to 11 per cent to those who have studied A level maths.

Professor Noyes said: “The findings of our research do raise a number of concerns that will need to be addressed if the Government wants to get the ‘vast majority’ of young people continuing their study of mathematics to 18. One clear way to encourage take-up is to communicate to young people that there are economic benefits in choosing maths as a subject.

“Unfortunately, the economic benefits of studying maths are overshadowed by the differences between men and women and according to where they live. These are figures that need addressing,” adds Professor Noyes.

“There are also the additional challenges of the current qualifications and assessment reform processes. As our figures show, if mathematics was made compulsory post-16, this could act as a deterrent to young people choosing the subject as an A level rather than encourage take-up.”

Key findings

On economic returns to A level Mathematics

  • There is compelling evidence of continued wage returns of up to 11% to A level Mathematics.
  • The economic benefits of A level Mathematics are overshadowed by the differences between males and females and according to where one lives. For example, for those with A level Mathematics in this sample born in 1970, females earned around 20% less than their male contemporaries at age 34.

On changing patterns of A level Mathematics completion

  • The main driver of increased A level Mathematics participation is the rising number of A* and A grades in GCSE Mathematics. The new GCSE 1-9 grading structure that will be implemented in 2017 is likely to have a detrimental effect on student self-perceptions and A level Mathematics uptake, in particular where students who would have achieved the top grade(s) are now less likely to do so.
  • At each GCSE Mathematics grade, the proportion of students who then proceed to complete A level Mathematics has changed very little, particularly for GCSE grades A-C.
  • A key factor in the increased engagement with advanced mathematics is the rise in numbers completing AS Mathematics, in particular girls and those attaining GCSE A and B grades. The decoupling of AS and A Level is, therefore, a threat to advanced mathematics participation.
  • GCSE Mathematics A* students have been increasingly likely to study A level Mathematics or A level Mathematics with AS/A level Further Mathematics, though this is heavily biased towards boys. The decoupling of AS and A level, and changes to funding that encourage schools to focus on 3 A levels are likely to reverse this trend.
  • There is continuing evidence that, all other things being equal, girls are less likely to choose A level Mathematics.

On the educational value of A level Mathematics for science undergraduates

  • Whether school mathematics prepares students well for undergraduate chemistry and biology degrees is contested in the international research literature.
  • There is little evidence that A level Mathematics completion has much effect on the likelihood of attaining the best degree outcomes in biology and chemistry. Those with the top grade in A level Mathematics did, however, have some small advantage.
  • The effect of high attainment in A level Chemistry upon undergraduate biology degree outcomes and vice versa is clear. This may have implications for those advising students on their educational choices.
  • For a given student, the greatest influence on their chances of achieving a first class degree is the university attended. The differences are striking and have serious implications, for example in how initial teacher education bursaries are awarded, which is a particular concern for STEM teacher recruitment.

On young people’s attitudes to studying mathematics post-16, in particular A level Mathematics or equivalent

  • Students are generally opposed to the idea that they should be compelled to study ‘some maths’ post-16 (78%) but are less opposed to being ‘encouraged’ to do so;
  • Amongst the target group for Core Maths, i.e. those not currently studying AS/A level Mathematics, 80% disagree with the idea of making mathematics compulsory post-16.

Related


Explore our projects

New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
Teacher with secondary pupils
New

Education | 2024 - 2028

Teaching improvement through data and evaluation (TIDE)

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Pupil school mobility: types, pathways and implications for education

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
Little girls in primary school uniform

Education | 2024 - 2026

Developing a classroom intervention to improve conversation skills

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
Secondary school music teacher smiles at students working together at a keyboard.
New

Education | 2024 - 2025

Teacher recruitment & retention challenges in England

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

Pupil school mobility: types, pathways and implications for education

View project
Teacher with secondary pupils
New

Education | 2024 - 2028

Teaching improvement through data and evaluation (TIDE)

View project
Secondary school music teacher smiles at students working together at a keyboard.
New

Education | 2024 - 2025

Teacher recruitment & retention challenges in England

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
In progress

Education | 2023 - 2024

Artificial intelligence and education

View project
In progress

Education | 2023 - 2024

Artificial intelligence and education

View project
Two little boys and a little girl, all wearing primary school uniform, work together to solve a puzzle in their classroom.
In progress

Education | 2023 - 2025

What has ‘Free School Meals’ measured and what are the implications?

View project
Father and daughter having fun at home
In progress

Education | 2023 - 2024

Optimisation and feasibility of Triple P parenting programme for remote delivery

View project
Early years professionals playing with children
In progress

Education | 2022 - 2024

Understanding the take-up of early education entitlements

View project
Primary school children using a microscope during a lesson outside at school
In progress

Education | 2023 - 2025

Purposeful and effective practical work in primary school science

View project
Male and female apprentices looking at car engine
In progress

Education | 2022 - 2025

Work or study? Gender and the transition from school to work

View project
Two teenage male pupils study a science lesson as part of their post-16 options
In progress

Education | 2019 - 2024

Post-16 pathways: the role of peers, family background and expectations

View project
Teacher helping primary school girl with schoolwork in the classroom
In progress

Education | 2023 - 2024

The impact of additional learning needs identification in Wales

View project
Teenage sixth form students taking notes in a lesson
In progress

Education | 2022 - 2024

Comparing inequality and outcomes across post-16 education in the UK

View project
Teenage sixth form students walking into college
In progress

Education | 2022 - 2025

The long-term impact of the Education Maintenance Allowance

View project
Little girl watches TV on her own at home
In progress

Education | 2023 - 2025

Do same language subtitles help children learn to read?

View project
14 year old girl doing homework
In progress

Education | 2022 - 2024

Experiences of 14 to 16 year olds in Further Education in England

View project
Secondary school music teacher smiles at students working together at a keyboard.
New

Education | 2024 - 2025

Teacher recruitment & retention challenges in England

View project
New

Welfare | 2024 - 2027

Gypsy, Roma, Traveller Youth: mitigating exclusions using the digital?

View project
New

Education | 2024 - 2026

A feasibility and pilot trial of the Early Years Library

View project
New

Education | 2024 - 2026

Can digital parenting interventions benefit early language development?

View project
New

Education | 2025 - 2026

Investigating performance across Key Stage 2 maths topics

View project
New

Education | 2024 - 2026

Vocabulary for Reading: the power of words

View project
New

Education | 2024 - 2026

Spending across different stages of education

View project
New

Education | 2024 - 2026

Exploring academic selection and grammar schools in Northern Ireland

View project
New

Education | 2024 - 2026

Long-term outcomes of high-achieving disadvantaged children

View project
Teenager hugging their mother
New

Welfare | 2023 - 2025

Juvenile onset rheumatic diseases: education, vocational readiness, & employment

View project
School children with their bicycles in the school yard. Happy as a girl and boy walk pushing them side by side.
New

Education | Welfare | 2022 - 2024

Modifying school choice for more equitable outcomes in England

View project
New

Education | 2022 - 2023

The medium-term impact of the COVID-19 pandemic on pupils with SEND

View project
Reception class children using a parachute in a PE lesson
Reported

Education | 2022 - 2023

A movement and story-telling intervention for reception children

View project
Side view of two female high school students in classroom working on laptops social distancing. Student in foreground is in focus and student in background is blurred
Reported

Education | 2021 - 2022

COVID-19 and disadvantage gaps in England 2020 and 2021

View project
Young boy draws and plays with a globe as part of nursery education
Reported

Education | 2020 - 2022

COVID-19 and childcare: local impacts across England

View project
Reported

Education | 2020 - 2022

Ethical principles underpinning co-production with young people

View project
Reported

Education | 2020 - 2021

COVID-19 mitigation measures: education provision and access to special schools

View project
Young-boy-uses-tablet-with-mother-for-maths-learning-Can-maths-apps-add-value-to-learning-PROJ
Reported

Education | 2020 - 2022

Can maths apps add value to learning?

View project
Male secondary school student working at home on laptop
Reported

Education | 2020 - 2021

The impact of COVID-19 on mainstream schools in England

View project
Teenage-girl-looks-at-smartphone-next-to-laptop-Growing-up-under-COVID-19-PROJ
Reported

Education | Welfare | 2020 - 2022

Growing up under COVID-19

View project
Top view of librarian sitting with five multiethnic children on floor. Teacher reading book to cute girls and young boys at school.
Reported

Education | 2020 - 2022

Comparisons of cognitive skills and educational attainment across the UK

View project
Teenage-pupil-wearing-woolly-hat-writes-on-whiteboard-The-influence-of-headteachers-on-their-schools-PROJ
Reported

Education | 2020 - 2024

The influence of headteachers on their schools

View project
Young-child-blurred-in-background-plays-with-abacus-in-foreground-Early-years-employment-pathways-PROJ
Reported

Education | 2019 - 2020

A systematic review of early years degrees and employment pathways

View project
A middle-aged teacher sits at her desk and helps a female student with a problem in her textbook.
Reported

Education | Welfare | 2020 - 2020

Measuring the disadvantage attainment gap in 16-19 education

View project
Search projects

We improve people’s lives by funding research that informs social policy, primarily in Education, Welfare and Justice. We also fund student programmes that give young people skills and confidence in science and research.

We offer our grant-holders the freedom to frame questions and enable new thinking. Our research must stand up to rigorous academic scrutiny, but we understand that to be successful in effecting change, it also needs to be relevant to people’s experience.

Profile