Disadvantaged pupils more likely to drop out of A levels than get an A* in a STEM subject

Despite making up a quarter (25%) of all Year 11 pupils¹, those eligible for free school meals (FSM) account for just 9% of A level students² – and only 8% of A level entries in STEM subjects³. This means thousands of talented young people are missing out on one of the best routes to enter the very fields that are powering Britain’s future economy before their eighteenth birthday.

The charity has found that for pupils from disadvantaged backgrounds who do progress to A levels, the challenges continue. Only 5.5% of STEM exam entrants who are eligible for FSM also earn the top A* grade⁴. Even more concerning, 13% of all A level students eligible for FSM drop out before even finishing⁵.

This means that pupils who are eligible for FSM are over twice as likely to drop out of their A level courses as they are to achieve the highest grade in a STEM subject.

In contrast, their more affluent peers⁶ are twice as successful: 14% achieve A* in STEM subjects⁷, while only 7% drop out,⁸ making them twice as likely to earn top grades than to leave their studies early.

This pattern of pupils on FSM being less likely to achieve top results repeats across individual STEM subjects⁹:

• Physics: FSM pupils are three times less likely to achieve an A* than their more affluent peers (3% vs 12%)
• Maths: FSM pupils are half as likely (9% vs 18%)
• Further Maths: FSM pupils are half as likely (15% vs 30%)
• Computer Science: FSM pupils are six times less likely (1% vs 6%)

Teach First suggests that one of the key drivers of this inequality is a lack of qualified STEM teachers in the schools that serve the poorest communities. Their research Missing Teachers, released in April this year, found schools in the most disadvantaged communities are significantly less likely to have trained teachers in most STEM subjects:

• Nearly twice as many lack a trained Computer Science teacher (23% vs 13%)
• One in ten are without a trained Physics teacher – more than double the rate in wealthier areas (10% vs 4%)

Teach First is calling on the government to take urgent action, by:

• Expanding pay incentives for teachers of shortage subjects, notably STEM, working in the poorest communities – so we can get the best teachers to where they’re needed the most.
• Implement flexible working offers across schools to boost the attractiveness of teaching, especially for members of Gen Z, and help retain experienced teachers who may otherwise leave the profession without greater flexibility.
• Restore trainee teacher pay on employment-based routes to 2010 levels – a 9% uplift – so cost isn’t a barrier to entering the classroom for those choosing to train on the job.

Commenting on the findings, James Toop, CEO of Teach First, said:

“It’s simply unacceptable that young people from poorer backgrounds are more likely to drop out of A levels all together than achieve top grades in STEM. This isn’t about talent, it’s about opportunity. We know that great teachers make the difference: when the best teachers are in the schools that need them the most, pupils stay, thrive, and succeed.”

“If we’re serious about a fairer, more prosperous future, government must do everything possible to get brilliant teachers where they’re needed – ensuring no child is left behind.”

David Scales, Principal of Astrea Academy Woodfields, Doncaster, said:

“Too many disadvantaged pupils are still more likely to drop out of A levels than achieve top grades in STEM. It’s not that they have lower ability in these subjects, but that their access is limited far earlier on.”

“My school is turning this around, but only with the right support and a strong team of expert teachers. This kind of success shouldn’t depend on where a child grows up. Government must invest in better pay and targeted support to get the best STEM teachers into the schools that need them most.”

Data source: Department for Education (Explore Education Statistics)

Notes to Editor:

Methodology Note: All data analysis included in this press release has been conducted by Teach First, using publicly available data published by the Department for Education. Unless otherwise stated, all data relates to academic year 2023-24, the latest year of available data. Please refer to footnotes throughout the release for further information.

Media Contacts: For more information and interviews, please contact the Teach First press office on 020 3862 8000 (dial 4 for press), or email press@teachfirst.org.uk

About Teach First: Teach First is an education charity committed to giving children facing the biggest barriers the chance to fulfil their potential. It backs the schools with the toughest challenges. The charity finds and trains teachers, develops school leadership teams and connect schools with networks of diverse expertise and opportunities to create real change.

Since launching in 2003, the charity has now placed over 20,000 teachers and leaders, has more than 150 headteachers in its alumni, and has supported over two million pupils.

Those on the flagship Training Programme commit to a minimum of two years at their partner school - gaining a fully-funded Postgraduate Certificate in Education (PGCE) and earning a salary whilst they train. More than half then stay on for a third year, where they have the option to top up their qualification to a master’s. Over 60% of all the teachers who’ve completed training since 2003 are still currently teaching.