Examination statistics

Examination statistics

Student on laptop

A significant part of our research involves systematically exploring, summarising and presenting analyses of the data generated by examinations.

We produce a number of routine statistical reports each year to investigate topics such as subject uptake and attainment, popular subject combinations, subject provision in schools, and progression through different assessment routes. We also produce additional reports on areas of public concern or changes in educational policy. 

Many of these analyses are carried out for different groups of students using background variables such as gender, prior attainment, school type, ethnicity and social deprivation. The National Pupil Database is the source of data for the majority of these reports.

Published materials

Related materials

Using international comparisons to refine the national curriculum

Insight

28 November 2013

To what extent should international comparisons affect a national curriculum? Should we be listening to international evidence or just ignore it?

School exams: what's really happening to ‘standards’?

Insight

29 April 2010

Films and presentations from our 2010 debate about examination standards.

International comparisons and education reform

Insight

13 December 2012

In almost every country where we work the dominant political discourse in education is around international comparisons. So what does this mean for the UK?

New statistics reports: numbers of 'A' grades at A level and provision of GCSE science in schools by school type

News

16 March 2010

As part of our commitment to transparency and access to examinations data, we have today uploaded two new statistics reports. Our statistical series provides information about the examination system that can be used by all.

6th Cambridge Assessment Conference - Examining Risk

Insight

17 October 2012

The conference on 10 October addressed the issue of risk in examinations. So what can we learn from the past, what might be learned from insights within other fields, and how best we can confront the reality of risk in the future?

GCSE uptake and results 2002-2007

News

02 November 2009

We have today uploaded a new statistics report on entries and results for all GCSE subject categories for England, Northern Ireland and Wales for the years 2002 to 2007.

A straightforward guide: A Levels and GCSEs in the UK

Insight

15 February 2012

Our series of factsheets provides an overview of the content and design of UK A Levels and GCSEs, the role of exam boards and the regulator, and how these qualifications are created and marked.

Cambridge Assessment comments on the Policy Exchange Report Science Fiction? Uncovering the real level of science skills at school and university

News

14 October 2009

Our Research Division has produced a commentary 'Science: A valid overview of entries in schools and colleges, on the Policy Exchange Report Science Fiction? Uncovering the real level of science skills at school and university'.

How old are GCSE candidates?

News

04 October 2010

As featured in The Sunday Times (3 October 2010 'Pupils pushed into taking GCSEs early') Cambridge Assessment has published an analysis of the age of candidates taking GCSEs (including very young and adult entries) from 3 different years (2000, 2004, 2009).

New stats report on A Level uptake and results 2002-2007

News

29 September 2009

We have today uploaded a new stats report on entries and results for all A Level subject categories for England, Northern Ireland and Wales for the years 2002 to 2007.

Videos

No items found!

Podcasts

Podcast Icon

Seminar: Critical Thinking (47MB)

Critical Thinking - its role, value and impact upon driving attainment - featuring Richard Wainer (Confederation of British Industry), Dale Bassett (Reform), Professor Steve Higgins (Durham University) - 24 February 2010

Research Matters

Research Matters 22 cover

Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.