Academic Year 2017/18

Progression to higher education or training

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These statistics show the percentage of level 3 pupils continuing to a sustained education or training destination at level 4 or higher in the year after completing 16 to 18 study.

The release also provides information on destination outcomes for different groups of pupils and education providers.

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Headline facts and figures - 2017/18

A two-year destination window results in a higher proportion of sustained destinations than the standard measures

Of the students that studied level 3 qualifications at state-funded mainstream institutions and completed 16 to 18 study in 2015/16, 62% progressed to a sustained higher education or training destination within two years. This is a higher figure than reported in the 16 to 18 destination measures (50% went to HE and <0.5% to higher apprenticeships) as the two-year window allows sustained destinations following gap years or similar to be included. 

Degrees (a level 6 qualification) accounted for 58% of sustained destinations, while 3% went on to study courses below degree level (level 4 or 5) and 1% sustained higher apprenticeship destinations.

The new value-added score shows which institutions are performing well

A positive value-added score is achieved when more students from an institution progress to higher education or training than the national average for similar students (i.e. those students with similar prior attainment and qualification type). This happens for 52% of institutions, while 44% receive a negative score (and 3% receive a zero score).

Academic/applied general qualification students are more likely to progress to higher education or training

There was a significant difference in rates of progression to higher education or training by qualification type. Students who predominantly studied academic qualifications (including A levels) or applied general qualifications (AGQs) formed 82% of the total cohort and progressed at a higher rate (68%) than students who focused on tech levels (39% progression) and students that studied other qualifications which were not included in school performance tables but had a notional level of 3 (24% progression). 

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