A record-breaking 45% of A-level students have secured top grades this summer, as nearly half of all entries achieved an A or A* grade. This remarkable achievement comes despite the disruptions caused by the pandemic, which forced the cancellation of traditional exams for a second consecutive year – a decision made in order to protect public health and prevent further spread of the virus.
Data from UCAS reveals a surge in university acceptances, with 435,430 students successfully securing places on UK undergraduate courses – a 5% increase compared to last year. Furthermore, 395,770 students have been accepted into their first-choice full-time undergraduate programmes, marking an 8% rise from 2020.
Some students are concerned that the perceived value of their teacher-assessed grades might be diminished due to the unconventional circumstances in which they were awarded. Joe, a Birmingham student who achieved three A grades, worries that his year group's results may be "devalued" compared to those of peers who sat traditional exams. Similarly, Eliška Doran, another student with three As, fears her cohort's grades will not be taken as seriously by employers or universities.
The shift to teacher-assessed grades has also raised questions about fairness and potential bias in the assessment process. Faseeha Khalid, an Ipswich student who secured an A and two B grades, highlighted concerns that peers may have received more favourable treatment due to external pressures or personal relationships with teachers. She also spoke candidly about the mental health challenges faced by students during the pandemic, including extended independent learning and reduced support.
Figures from the Scottish Qualifications Authority (SQA) in Scotland suggest a slight widening of the attainment gap between the most and least deprived pupils compared to last year. For Higher results, this difference increased from 6.5% in 2020 to 7.9% in 2021 – although both figures remain lower than the pre-pandemic gap of 16.9% observed in 2019. The SQA cautioned against direct comparisons between years due to differing assessment models.
The Secretary of State for Education defended the grade inflation, attributing it to the unique challenges posed by the pandemic and stating that the assessment system will continue to evolve beyond next year's exams – although the full details of these changes have yet to be announced.