Only a small percentage of high achievers in maths at primary school who are from disadvantaged backgrounds go on to fulfil their potential, according to a new study.

University College London (UCL) researchers found that just 9 per cent of initial high achievers in maths from disadvantaged backgrounds went on to achieve at least a B in A-level maths, compared with 20 per cent of high achievers from all backgrounds.

In response to their findings, researchers have suggested that the government considers making maths compulsory up to age 18.

Only 3 per cent of these disadvantaged initial high achievers went on to study a maths-focused degree, compared with 7 per cent of all maths early high achievers.

The findings are particularly pronounced for white boys from disadvantaged backgrounds. For example, the study found that disadvantaged white boys with a strong GCSE in maths were around 16 percentage points less likely to study maths at A level than their Black and Asian peers.

Losing out on ‘homegrown maths talent’

Professor John Jerrim, the study’s lead author, said: “Our evidence shows England is losing out on far too much of homegrown mathematical talent.

“Many children from disadvantaged backgrounds show clear ability at age 11, yet far too few keep developing those skills.”

Asian and Black children from disadvantaged backgrounds “consistently achieve higher A-level mathematics grades than their equally able white peers”, the study says.

The gender gap in A-level maths attainment is much smaller for disadvantaged children from Black and Asian backgrounds than for children from white backgrounds.

However, if white disadvantaged boys get as far as obtaining at least a B in A-level maths, they are then among the most likely to pursue a maths-focused degree, the research shows.

Dr Maria Palma Carvajal, the study’s co-author, said: “It is clear that the status quo does not support budding mathematicians from disadvantaged backgrounds to meet their potential. Even when high-achieving pupils do meet the qualifications needed to study A-level maths, they are less likely to do so than their more advantaged peers.”

Researchers used data from the National Pupil Database and the Higher Education Statistics Agency to track the outcomes of more than 30,000 pupils from disadvantaged backgrounds who were in the top quartile for maths attainment in their primary school Sats.

Among those from all backgrounds who did well in maths at primary school, 82 per cent went on to achieve a grade 5 or above in GCSE maths and 35 per cent went on to study maths at A level.

For disadvantaged children who did well in maths at primary, 61 per cent achieved a grade 5 or above at GCSE and only 26 per cent went on to maths A level.

‘Leaky pipeline’

Professor Jerrim said: “Introducing compulsory maths to age 18 could help plug one of the leakiest parts of the ‘mathematics pipeline’.”

The government launched a review of curriculum and assessment in schools and colleges last year. The final report is expected to be published this autumn.

When this year’s A-level results were released, education secretary Bridget Phillipson said the “lack of progress for children from white, working-class backgrounds is particularly concerning”.

An inquiry has also been launched by multi-academy trust Star Academies to investigate the educational outcomes of white, working-class children.

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