Over 1,000 state secondary schools in England have been revealed as missing out on applicants for elite graduate schemes at top law, finance, and management firms, fuelling concerns about inequality in the education system. Research by recruitment consultancy Rare highlights a stark divide between successful and struggling state schools.
The analysis of more than 160,000 graduate applications made to 60 prominent programmes in 2017-18 shows that one in ten applicants from state schools came from just 10% of England's secondary schools. While independent school pupils have long dominated these coveted roles, the study reveals a "premier league" of state schools achieving similar application rates.
The Henrietta Barnett School, a selective girls' school in north London known for its high A-level results, generated the highest number of applications. However, some non-selective schools also made it into this elite group, including Coopers' Company and Coborn School in Havering, which produced a disproportionate number of applicants despite modest academic performance.
Rare's managing director Raph Mokades said it is misleading to view state schools as a single entity. He noted that many schools within the elite tier have high proportions of students from affluent backgrounds who progress to top research universities. However, he also pointed out that school background remains a significant factor in accessing these programmes, with pupils from lower-performing schools less likely to apply, even after university.
The study suggests inadequate careers advice and limited connections with recruiters could be the key difference between successful and struggling state schools. Labour MP Lucy Powell, a member of the Commons education select committee, criticised the system, stating there was "no excuse" for preferential treatment being given to a minority of elite, well-connected schools. She called for improved careers advice to ensure opportunities were accessible to all.
The research raises serious questions about equitable life chances for young people across England and has significant implications for the government, employers, and schools. It highlights a deeper systemic issue beyond traditional socio-economic divides within the education system.