The Roehampton Annual Computing Education Report: Data from 2017

TY - BOOK

T1 - The Roehampton Annual Computing Education Report

T2 - Data from 2017

AU - Kemp, Peter

AU - Berry, Miles

AU - Wong, Billy

PY - 2018/6

Y1 - 2018/6

N2 - Increasing numbers of schools are offering computer science at GCSE (52.5%) and A level (36.2%), and so now there’s a good chance that a student will find CS on offer at their school (76.3% at GCSE). However, relatively few students choose to take the subject: at GCSE, only 11.9%, and at A level, just 2.7%. Provision though remains ‘patchy’: grammar schools are more likely than comprehensives to offer CS, independent schools rather less so. Similarly, some local authorities and multi-academy trusts leading the way, and others lagging behind. Numbers taking the subject continue to rise, although not as rapidly as in the past. We now must rise to the challenge of encouraging (or perhaps allowing) more students to have a go at CS, learning from the good practice in schools, local authorities and trusts that are already succeeding here. This issue is particularly acute at A level, where less that 15% of colleges or sixth forms have cohorts that the DfE would regard as viable. At GCSE, the typical CS student is academically strong, mathematically able, likely to be taking triple science (despite CS counting as a science for the EBacc), from a relatively affluent family, and overwhelming likely to be male (even if the smaller number of girls taking the subject do better in the exam). Some schools and local authorities are doing well in addressing the gender gap in CS, but there are 382 mixed schools where the CS students are all boys.

AB - Increasing numbers of schools are offering computer science at GCSE (52.5%) and A level (36.2%), and so now there’s a good chance that a student will find CS on offer at their school (76.3% at GCSE). However, relatively few students choose to take the subject: at GCSE, only 11.9%, and at A level, just 2.7%. Provision though remains ‘patchy’: grammar schools are more likely than comprehensives to offer CS, independent schools rather less so. Similarly, some local authorities and multi-academy trusts leading the way, and others lagging behind. Numbers taking the subject continue to rise, although not as rapidly as in the past. We now must rise to the challenge of encouraging (or perhaps allowing) more students to have a go at CS, learning from the good practice in schools, local authorities and trusts that are already succeeding here. This issue is particularly acute at A level, where less that 15% of colleges or sixth forms have cohorts that the DfE would regard as viable. At GCSE, the typical CS student is academically strong, mathematically able, likely to be taking triple science (despite CS counting as a science for the EBacc), from a relatively affluent family, and overwhelming likely to be male (even if the smaller number of girls taking the subject do better in the exam). Some schools and local authorities are doing well in addressing the gender gap in CS, but there are 382 mixed schools where the CS students are all boys.

M3 - Report

BT - The Roehampton Annual Computing Education Report

ER -