With every year that passes, students in the UK are recording record results in A-levels, prompting suggestions that the qualifications themselves are getting easier. While such blanket statements in the media give little credit to the efforts of both the students and their teachers, there is some evidence to suggest that it is easier to achieve a higher grade in certain subjects than others, and this gives rise to the potential for prejudice against those subjects that are considered “soft” options.
Research by Durham University found that the so called “STEM” subjects, covering Science, Technology, English and Maths, were quantifiably more difficult, resulting in students taking these subjects averaging lower grades. It is understandable, then, that over the last decade, the number of students taking these STEM A-levels have fallen significantly, perhaps as a direct result of the student’s perception of their difficulty, or perhaps because educational institutes with one eye on their league table standings are less vociferously encouraging their students to sign up for the more difficult courses.
When asked directly, most universities claim that all A-levels are equally valuable, with only certain courses favouring particular qualifications where there is a direct link between the A-level and prerequisite knowledge for the degree course. A recent Guardian article investigated this, and most universities that responded were clear that they did not discount students who have taken the so-called soft subjects.
Around the same time that the Guardian were conducting their research, however, the “Russell Group”, who represent a number of top UK universities, released a guidance book for students called “Informed Choices”. In it, they suggest that certain courses such as Maths and English provide students with key skills that enable them to succeed on degree courses, advising that students consider carefully the implications of not taking any of the STEM A-levels.
Clearly when a group as influential as this make such strong statements, they are reflecting the common wisdom, and despite what the Universities may claim in public, when faced with a direct choice between students for an oversubscribed course, it would seem likely that admissions tutors would prefer the STEM qualified candidates. Students, it seems, must make some tough decisions when deciding what courses to follow.
To add an extra layer to the debate, a credible alternative to A-levels exists in the form of the International Baccalaureate qualification, now being adopted by an increasing number of schools in the UK, particularly by independent schools. Students of the IB are able to combine subjects in a similar fashion to A-levels, but must take a Maths course, a Science course and a foreign language; they also study how to learn effectively and have to produce an extended project similar to a University dissertation. Again the choice is not clear cut; while some Universities are aware of the IB and value it highly due to significantly lower dropout rates on degree courses by those who have completed it, many are simply unaware of the IB and so regard it as less desirable than even soft A-levels.
Regardless of whether there is any truth that some A-levels are more difficult than others, it is clear that a perception exists that STEM subjects are more impressive, and students would do well to bear this in mind when making their choices.
Article by Matt Parker, education and private school blogger.