My name is David Izamoje, Senior Data Analyst at the Greater London Authority (GLA) and ARE trustee. In 2017, I was an ARE intern on the Moving on Up project (MoU), designed to increase employment among young Black men in London. In 2021, I joined the ARE Trustee board. I author this article – an overview of ethnic minority attainment in secondary education; trends in further/higher education and employment, and how targeted interventions can improve outcomes – in this capacity.
GCSEs
Most jobs in England & Wales require GCSE English and Maths passes (E+M): grades 9 to 4 (in my day, A* to C). Most pupils meet the “E+M” standard, but many do not. Statistics below are from the academic year 2022/23 unless stated (see References).
GCSE Grade 4 and above in English and Maths (E+M) 1
| Ethnicity | Total pupils | GCSE (E+M) Grade 4+ |
| White British | 392497 | 64% |
| Indian | 19601 | 84% |
| Pakistani | 27242 | 66% |
| Bangladeshi | 10981 | 75% |
| Chinese | 3383 | 89% |
| African | 26334 | 69% |
| Caribbean | 6787 | 52% |
| Mixed White/African | 5074 | 65% |
| Mixed White/ Caribbean | 9282 | 51% |
Overall, 65% achieved E+M passes. Several groups are above the average (e.g., Asian groups, Black African), and others below (e.g., Black Caribbean). This broad pattern by ethnic group is consistent among pupils accessing free school meals (FSM) or not. So, there are contributing factors beyond economic deprivation. Across groups, a lower proportion of FSM pupils correlates with higher attainment, for FSM pupils and non-FSM pupils. This suggests wider community factors.
Higher attainment also correlates with lower suspension and exclusion rates,2 and higher primary school attainment.3 Inequalities at the end of school reflect different journeys.
ARE has real concerns that most White students and Black Caribbean students on free school meals do not achieve English and Maths passes.
GCSE Grade 4 and above in English and Maths, pupils accessing Free School Meals 4
| Ethnicity | FSM Total Number of pupils | GCSE (E+M) Grade 4+ |
| White British | 80975 | 36% |
| Indian | 1673 | 69% |
| Pakistani | 7662 | 57% |
| Bangladeshi | 3789 | 67% |
| Chinese | 227 | 84% |
| African | 8720 | 61% |
| Caribbean | 2713 | 42% |
| Mixed White/African | 1724 | 51% |
| Mixed White/Caribbean | 3712 | 37% |
A 2010, ARE briefing paper (then known as BTEG) on high GCSE attainment among Chinese pupils, and the relatively low FSM attainment gap, highlighted factors like cultural emphasis on education. For example, parents across socio-economic classes “paying for extra tuition [and] sending their children to weekend Chinese school”.
In recent research, African pupils were likeliest to receive tuition (33%), irrespective of parental income.5 This could contribute to differential group attainment, including among FSM pupils. I’ve seen supplementary tuition and community education boost attainment, and confidence. When society doesn’t inspire that confidence equally, tailored solutions are even more important.
Further and Higher Education, Apprenticeships and Employment
At A Level, the group pattern is broadly the same. While A Levels are considered the further education benchmark, Black university students are more likely to have studied BTECs alone.
British ethnic minority students achieve first-class degrees at a lower rate than White British students. Overall graduate employment rates are similar by ethnicity, but ethnic minority graduates are less likely to be in high-skilled employment.6 Employment rates are also lower overall among ethnic minority young people.
Clearly, group success at school does not transfer to university, high-skilled jobs, or jobs overall. There are many explanatory factors to consider, and below I describe some of the challenges.
Understanding Disparities: Multiple Factors
As ARE’s MoU intern, I conducted research for a study: Young Black men in London’s Financial Sector. Participants highlighted key challenges: racial discrimination, and lower social capital (e.g., networks), cultural capital, experience, qualifications/skills, and sector-specific knowledge. These issues interact to create cumulative (dis)advantage.
An interview quote stood out to me: “Consider the difference between arriving at university, having done placements in top banks, even if it’s only two weeks, compared to someone who graduates without an internship.” GLA research on young black men accessing technology and construction careers identified many of the same issues.
Where we go from here
More must be done to improve standards and, in a new digital–industrial economy, to stop people being left behind. At ARE, we’ve long been alert to this. For example, we’ve targeted three key sectors to boost apprenticeship and job numbers: construction, finance, and information technology.
Tailored solutions
A tailored solution adapts to a specific group’s context and need. We deliver solutions for specific groups, including by age, ethnicity, sex, and local area. Initiatives like the London Workforce Integration Network are testament to years of groundwork on economic equality. The GLA’s Effective Transitions project involves employer-led careers education for black male pupils in alternative provision. Based in North London, the RISE Empowerment and Skills Projects for Somali young people exemplify community action.
ARE interventions
Routes2Success, ARE’s long-running ethnic minority role model and mentoring programme, has positive feedback from participants and primary and secondary schools. I’m happy that we offer work experience placements too. Reaching beyond the capital, ARE’s Building Ethnic Diversity in the Youth Employability Sector programme for example supports ethnic minority-led careers organisations for young people across England.
This year, I attended the inspirational Moving on Up awards, celebrating the programme’s work over a 10-year period. I reflected on the achievements of beneficiaries and the eclectic stakeholder network. Our insight, outreach and events are part of the environment of opportunity that encourages success in education and beyond.
It’s vital to keep promoting best practice. If you’re interested in collaboration and sharing knowledge, get in touch with ARE.
Author: David Izamoje, ARE Trustee
- Academic year 2022/23 Key stage 4 performance “2223_national_char_data_revised” ↩︎
- Suspensions and permanent exclusions in England. ↩︎
- Education Policy Institute Annual Report 2023: Pre-16 Education — Ethnicity ↩︎
- Academic year 2022/23 Key stage 4 performance ↩︎
- Tutoring – the new landscape. Recent trends in private and school-based tutoring. ↩︎
- Calendar year 2022 Graduate labour market statistics. ↩︎