The gap in A-level results between state and private schools has widened again this year, sparking fresh concerns about educational inequality. According to the latest exam data for 2024, the difference in achievement at grade C and above is the largest recorded since 2018, when comprehensive data collection began.
State school pupils are trailing behind their private school counterparts, particularly when it concerns the coveted A to A grades. A staggering 49.4% of A-level entries from independent schools received A grades or higher, compared to less than 25% (22.3%) at comprehensive institutions.
This represents a gap of 27.1 percentage points, larger than the previous year's 25.4 points and 24.8 points from 2019, though it still falls short of the peak 31.4-point gap seen during the pandemic. Academies, which are state-funded schools free from local authority control, posted slightly better results at 26.5% of entries achieving A grades or higher.
The achievement disparity continues with the overall grade letter performance where 89.8% of entries from private institutions achieved at least grade C, versus 76.0% from academies and 73.4% from comprehensives. This widening educational gap is troubling for many, sparking discussions about social mobility and access to equitable education.
Lee Elliot Major, professor of social mobility at Exeter University, expressed concerns about the current trends following the pandemic. He noted, “This year’s results reveal one of the most troubling trends… it is simply not acceptable for private school pupils to be more than twice as likely to secure top A or A grades compared with their state school counterparts.”
Major articulated the dire and increasing disparity between the school sectors, emphasizing the need for actions aimed at creating equal opportunities. He suggested the introduction of more inclusive school curricula and enhanced support for teachers working with disadvantaged backgrounds to tackle the lack of social mobility.
The chief regulator of Ofqual, Sir Ian Bauckham, reinforced the importance of having fair qualification assessments for all students across the UK. He acknowledged existing disparities and expressed the organization’s interest in regional and sectoral achievement gaps.
“I don’t think any of us who have worked in education is complacent or happy about this,” he said, stressing the need for comprehensive improvement across resources, teaching quality, and student support systems. This reflects concern shared by several stakeholders about budget cuts and the challenges faced by state schools.
Phillipson’s plans, particularly to tax private schools to fund more positions within the state system, aim to offer higher standards for all students regardless of their background. The Education Secretary stated, “We must strive to break down barriers to opportunity.”
The issue also resonates across gender lines, with boys slightly outperforming girls for the top A grades: 9.5% of boys achieved A, compared to 9.1% of girls. This gap, which was 0.3 points last year, shows how outcomes can vary even within similar educational frameworks.
Despite some improvements, girls continue to perform better overall across all grades, partly due to advantages exhibited during assessments rather than traditional exams. This achievement pattern raises additional questions about how assessment methods may differently impact educational outcomes across gender.
Geographical disparities also add complexity to the educational inequality puzzle. The south of England, particularly London, continues to outpace other regions such as the north, where attainment remains significantly lower.
Iain Mansfield, head of education at Policy Exchange, noted the lasting effects of school closures during the pandemic, attributing worsening mental health and increased absenteeism as critical factors contributing to widening inequalities. He accused past government decisions of neglecting social mobility and insists all parties share some responsibility for the current state.
The 2024 A-level students, who were also the cohort affected by prolonged school closures, are now facing the consequences of those critical years of disrupted learning. Schools are encouraged to not only improve attendance but also seek ways to retain teachers to tackle the widening gap.
Labour’s plan to impose VAT on private schools has been criticized as insufficient by Mansfield, who argued it wouldn’t significantly alleviate the issues. Instead, he advocated strategies focusing on teacher retention and recruitment as more viable solutions.
Zero Gravity CEO Joe Seddon underscored the structural issues within the university admissions process, which he claims disadvantages students from lower-performing state schools. “How can universities judge potential if they have no context about the challenges students have faced?” he questioned, pressing for reforms.
Erica Holt-White from the Sutton Trust highlighted the need for government funding for tutoring programs, which were wrongly terminated due to so-called low demand, emphasizing their critical role for students from state schools. By revitalizing such initiatives, she believes meaningful progress can occur in leveling the playing field for disadvantaged students.
Despite these alarming trends, the overall number of students accepted to UK degree courses has risen by 3% this year, reflecting growing opportunities. For students holding tight to their desired university placements, 82% achieved their first-choice offers, witnessing improvement from last year's 79%.
Looking at these results, Educational Secretary Bridget Phillipson sees hope, noting the academic achievements of students amid considerable challenges. “For those who perhaps fall slightly short, there are lots of options out there,” she maintains, offering encouragement for those reassessing their educational paths.
The varying A-level outcomes raise many questions about the future of educational equity and access. With mounting inequality evident, the dialogue surrounding effective solutions must intensify to shape more equitable educational landscapes for all students.
