An exploration of the impact of science stratification in the English school curriculum: the relationship between ‘Double’ and ‘Triple’ Science pathways and pupils’ further study of science

Abstract

Supply of students to ‘the science pipeline’ remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14–16 have been divided into ‘Double’ and (extended) ‘Triple’ Science. This article draws on data from 6,053 students to investigate the effects of science course designation on progress to further science study and qualifications, as well as exploring the representation of students according to variables such as gender, ethnicity and social background. It finds that the study of Triple Science at age 16 is associated with future science study. Holding other variables constant, including attainment, those students that took Triple rather than Double Science are significantly more likely to pursue A Level Science (post 16/age 16–18), and to study Science at degree level. Hence Triple Science is significantly associated with an increase in undergraduate participation in science; however, for Double Science (the majority route), the likelihood of future participation is significantly diminished. The findings are analysed in relation to efficacy and social justice, arguing for further research to distil the explanation for these trends, and for reflection on access to Triple Science.