Private schools in England are often perceived as providing superior education compared to state schools. However, recent research from University College London (UCL) challenges this assumption. The study found that when adjusted for socioeconomic background, private school pupils do not outperform state school pupils in core subjects at GCSE exams. Conversely, state school pupils achieve lower results in arts subjects even after accounting for socioeconomic factors.
The UCL researchers analysed data from the UK Millennium Cohort Study to compare the academic performance of private and state school pupils who took their GCSE exams in 2016/17. They considered various social factors such as family income and parental occupation status. Before adjusting for socioeconomic status, private school pupils achieved an average of over four-fifths of a grade higher across all GCSE subjects. However, after accounting for socioeconomic differences, this advantage became statistically insignificant.
In contrast, state school pupils had a slight edge over private school pupils in core subjects such as maths, science, and English once socioeconomic status was taken into consideration. The study suggested that the emphasis on core subjects in state schools may contribute to this shift in performance. On the other hand, private school pupils scored higher in creative subjects, indicating a disparity in the quality of creative education between the two types of schools.
Lead author Professor Jake Anders from the UCL Centre for Education Policy and Equalising Opportunities noted that while raw data might suggest private schools perform better, the reality changes when socioeconomic factors are considered. He highlighted the increased focus on core subjects in state schools over the past two decades, potentially influencing the results. Additionally, private schools’ resources enable them to provide a broader range of cultural experiences, which could explain their stronger performance in creative subjects.
The findings of this research raise questions about the quality of creative education in state schools and the implications of disparities between private and state school performance. The study aligns with a recent report by the Sutton Trust, indicating class disparities in the UK’s creative industries, where individuals from private schools and top universities are overrepresented in high-ranking roles.
Amidst these findings, stakeholders in education have offered their perspectives. The Independent Schools Council (ISC) acknowledged the diverse reasons families choose independent schools beyond academic achievement, such as extracurricular activities and subject variety. However, the Association of School and College Leaders (ASCL) highlighted the challenges faced by state schools in delivering arts subjects due to funding constraints.
In response to these findings, there have been calls for addressing inequalities in education and providing all students with equal opportunities to excel in various subjects. The Department for Education emphasised its commitment to breaking down barriers to opportunity and striving for high academic standards across the board. As discussions continue on how to bridge the gap in educational outcomes, the focus remains on creating a level playing field for all students, regardless of their background.
The research findings from UCL shed light on the complex relationship between school type, socioeconomic status, and academic performance. While private schools may have historically held an academic advantage, the study underscores the importance of considering socio-economic factors in understanding educational outcomes. As the education sector grapples with issues of inequality and resource allocation, the focus remains on ensuring a holistic and inclusive approach to education that empowers all students to reach their full potential.