This paper provides the first ever UK-wide investigation into combinations of science and mathematics GCE A-levels and Scottish Highers taken by students. Using data on examination entries and attainment by 16–18 year olds, it describes patterns in the popularity of subject combinations and attainment.
Combinations are also analysed by gender and type of institution attended. The paper also offers some initial insight into the alignment between individuals’ subject choices and entry requirements for university STEM[1] courses.

The paper reveals that the situation in Scotland is a great deal healthier, as measured by the proportional take up of science and mathematics post-16, and attainment in these subjects. But it also shows that, while participation rates are lower and remain static elsewhere in the UK, there are signs of some positive trends emerging, particularly the growing tendency for students to complete full A-levels in mathematics together with science.

The analysis exposes the true extent of the challenge the UK faces in producing adequate numbers of science and technology graduates, and the knock-on impact this has had in establishing a seemingly perpetual cycle whereby the needs of business, industry and the teaching workforce are never satisfied. In so doing, it also highlights the danger of relying on the annual publication of the results of public examinations as an accurate indicator of the performance of the UK’s education systems.

The analysis raises questions about some complex and intransigent issues, about schooling infrastructure, the structure of the post-16 qualifications system in England and the supply of ‘specialist’ science and mathematics teachers. Discussion of the last of these will be informed by figures from the latest initial teacher training recruitment round (covering the 2011/12 academic year), and other up-to-date information on teacher recruitment.

[1] STEM: science, technology, engineering and mathematics.

The Royal Society (2008): "Science and Mathematics education, 14-19. A "state of the nation" report". London: The Royal Society. Howson, J and Sprigade, A (2006): 'From pupil to scientist - mnore or less? Findings and indications from the available data'. In: The Royal Society (2006): "Increasing uptake of science post-16". London: The Royal Society.