Widening Participation at University and the Role of GCSE Mathematics: A case study of Bristol 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 set: qualifications and mathematical understanding Qualifications are an important part of a young person’s capability set in terms of offering choice in terms of “beings and doings”. Mathematical understanding should also be part of a young person’s capability set.

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(Jerrim 2013)

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.

School Education in the City of Bristol 22 state-maintained schools 11 independent fee- charging schools The opportunities for post-16 study in the City are not evenly distributed.

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.

Practical action and social justice Young people who live in poorer areas of Bristol are less likely to have GCSE maths as part of their capability set than young people who live in more affluent areas. The capabilities approach argues for the importance of experimenting with practical changes on the ground, and monitoring whether such practical steps are reducing or exacerbating social and educational divides.