Widening Participation in Higher Education: the role of GCSE mathematics Richard Budd (Liverpool Hope University) Anna Edwards (University of Bristol) Alf Coles (University of Bristol) Rosamund Sutherland (University of Bristol)

Overview This presentation draws on the results of the project “Overcoming the Mathematical Barriers to Participation in HE” and centres around a case study of Bristol, a city with some of the most affluent and poorest neighbourhoods in the country. It examines student performance at GCSE mathematics and its relevance to university entrance.

Capabilities and opportunities to become Functionings are “beings and doings”— combinations of functionings are a person’s achievements. Capabilities are potential functionings— a person’s capability set represents their opportunity to choose between alternative combinations of functionings. A person’s capability set relates to their freedom to become and achieve. (Sen, 2001, 2008, 2009)

Capability and opportunity Two girls participate in the Future Brunels Programme. For one, despite attending an ‘outstanding school’ in North Bristol, the reason for failing A-level physics was her decision to spend less time on physics and more time in the drama club and other leisure activities. For the other from a school in one of Bristol’s poorest districts, despite her interests in physics and school work, her results were due to the lack of a physics teacher in her school. (adapted from Walker and Unterhalter, 2007).

Educational achievement and access to University A recent study has shown that, of those students eligible for free school meals (FSM), 14% participated in higher education compared with 33% of their FSM-ineligible peers (Chowdry et al. 2013). An independent school student is 22 times more likely to attend a Russell Group university than one from a state-funded school(Sutton Trust 2010)

The City of Bristol Bristol contains some of the most affluent and poorest neighbourhoods in the country. Very high levels of deprivation exist in the South of the City, in the inner city and along the Northern boundary. By contrast a large region in the North of the city consists of communities that are amongst the least deprived 10% in England.

Education in South Bristol 18% in Bristol South progress to HE, compared with 50% In Bristol West. Bristol South is 532 nd out of 533 in league table of young people’s participation rates in HE. Post 16 educational opportunities in South Bristol are very limited by comparison with other regions of the City. Although young people in South Bristol may want to progress to University their capability set may not be adequate for them to achieve this.

Bristol Schools GCSE Mathematics Results in 2013 plotted against the proportion of ‘disadvantaged pupils’ in that cohort

Can you study for a degree in Bristol or Bath without GCSE mathematics?

Examples of undergraduate degrees at the University of the West of England that do not require at least a Grade C in GCSE mathematics: animation, drawing and print, English, law, fashion, film, fine arts, history, interior design, journalism, photography, sports studies. Examples of undergraduate degrees at Bath Spa University that do not require at least a GCSE Grade C in mathematics: biology, drama, English literature, fashion, geography, graphic design, geography, music, photography, psychology, sociology, theatre production.

Proprtion of Univ. of Bristol undergraduates without GCSE maths Grade C In theory University of Bristol will accept students on 78 degree courses without at least a Grade C in maths: e.g. archaeology, history of art, history, classical studies, religion and theology, politics and french, social policy, law, biology, psychology But Only 0.003% of all first year undergraduates in 2012/13, 2013/14, 2014/15 accepted without GCSE Grade C or higher in mathematics

GCSE maths requirements at selected pre and post-92 Universities

In summary Without GCSE mathematics what and where you can study at University is severely limited. Choices are likely to be more limited if you want to live at home. Universities such as Bristol which “on paper” appear to accept students on a wide range of courses without GCSE maths, accept hardly any students without this qualification.

Tension between mathematics qualifications and mathematical understanding There is evidence that mathematics teachers in schools that are under pressure to raise educational outcomes are more likely to focus on “passing the examination” as opposed to conceptual understanding in mathematics.