Narrowing A-level choices limit students’ university options

More sixth-formers choosing to study only STEM or social science subjects, squeezing university arts and humanities departments even harder

八月 14, 2024
Statue being covered with a dust sheet. To suggest there is less on show for A Level students who are choosing a less diverse range of subjects.
Source: Roger Bamber/Alamy

Growing numbers of sixth-formers in England are choosing all of their A levels from a single subject group, significantly limiting their degree choices and putting struggling university departments under greater strain, new research warns.

While 18 per cent of students in 2003-04 chose their AS and A levels from a single major grouping – science, technology, engineering and mathematics (STEM), social sciences, humanities or arts – by 2021-22 this had almost doubled to 35 per cent, according to a report published by the British Academy on 14 August.

All but three percentage points of the rise post-dates 2015-16, when AS and A levels were “decoupled”, meaning that AS levels no longer contributed to A level results, and the average number of subjects studied dropped from five that year to three in 2019.

The arts and humanities have been squeezed the hardest. Between 2003-04 and 2015-16, the proportion of sixth-formers studying humanities subjects was stable at just below 60 per cent, but since then there has been a steady decline, with only 38 per cent taking humanities subjects in 2021-22.

The decline in arts subjects has been more gradual, with 24 per cent taking courses in this area in 2021-22, compared with 42 per cent in 2006-07.

In contrast, social sciences and STEM uptake has remained fairly stable at just over 60 per cent and in the region of 50 per cent respectively.

And more students are choosing only to take subjects from these areas: while the proportion of students taking only STEM courses grew gradually from 5 per cent in 2003-04 to 8 per cent in 2015-16, it accelerated to 15 per cent in 2019-20 and has stayed stable since then.

The proportion of students taking only social science subjects more than doubled from 5 per cent in 2015-16 to 13 per cent in 2021-22.

Graph showing proportion of AS/A-level students exclusively studying subjects from same subject group
Source: 
British Academy/National Foundation for Educational Research

It is thought that 2011 Russell Group guidance advising school-leavers wishing to study at one of its member universities to take more traditional A levels and to avoid too many “soft” subjects, which was not revoked until 2019, might have affected student choices, while the increase in tuition fees in 2012 is thought to have incentivised students to prioritise STEM qualifications, which are often associated with higher earnings.

However, the consequence has been schools and colleges offering fewer courses in the arts and humanities, the academy warns. For example, while 78 per cent offered French in 2009-10, this fell to 54 per cent in 2021-22, while music went from 73 per cent in 2007-08 to 42 per cent in 2021-22.

Molly Morgan Jones, the academy’s director of policy, said the failure to address the decline of arts and humanities in post-16 education would have “knock-on effects, not only for these subjects in UK universities but also on the skills young people take out into the workforce and the wider world”.

“Higher education and research are under strain, and the humanities and arts are bearing the brunt of many departmental closures,” she said. “Breadth and balance should be at the heart of any future post-16 curriculum and should not be negatively impacted by any future reforms.

“The school curriculum should be interconnected and equitable, allowing and encouraging all students from all backgrounds to study a range of disciplines. Our students’ skills, and our societal growth, depend on it.” 

juliette.rowsell@timeshighereducation.com

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Print headline: Diversity of subjects narrows for A levels

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Reader's comments (4)

Rather than focus on A-levels, you shoould also look at GCSEs and ask what proprtoion of students are taking the subects that are the necessary precursors to the various A-level strands. you might ask for each A-level option what % of uni coursses require or suggest it for entry? One factor not touched on is the nature of assessment. In the STEM subjects, ability was assessed by Questions where objective correctness. In the humanities. Marks seemed to be awarded vary according to subjectives whims. By the time choices are made students and parents are aware of these differences,
I wonder if this narrow base is reflected at GCSE level and whether this is a reflection on the National Curriculum as a whole? I know things have changed a lot since I was at school but I no longer see the younger members of my family getting involved in the arts (music, art) as a core part of their education (they do love their sport though and that they do get, but not to get a GCSE/A-level in). The only opportunity for things like this seem to be outside of school and that only tends to happen if parents/family can afford it. Anecdotal example I know but maybe symptomatic of a wider systemic issue. We need rounded people who can think and act for themselves, not clones who's only function is to make a lot of money for other people.
I would hope that this builds on the invaluable US and UK research (mentioned in the Economist last year) which highlights the payback (or not) of different subjects at university. Whilst this might only address the financial returns its valuable information that student should be armed with before making such a massive financial commitment.
In small schools the range of (I)GCSE may be limited, which, in turn limits A level choice. However, the entire British system is very narrow-minded, both at high school level and university level. Universities also only want subjects related to their degrees. IB is not better either, when the core modules are very broad and generic. Better the European high school systems which allow students to bring both humanities and sciences to the end, like the Italian licei (classic or scientific pathways).
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