A level and other 16 to 18 results
Academic year 2024/25

Description

This document describes the data included in the ‘A level and other 16 to 18 results: 2024/25’ accredited official statistics release underlying data files. The statistical publication complements the 16-18 school and college performance tables. This data is released under the terms of the Open Government License (http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/) and is intended to meet at least 3 stars for Open Data (https://www.gov.uk/government/publications/2010-to-2015-government-policy-government-transparency-and-accountability/2010-to-2015-government-policy-government-transparency-and-accountability#appendix-3-releasing-data-in-open-and-anonymised-formats).

The publication methodology, available on the publication report, should be referenced alongside this data. It provides information on the data sources, their coverage and quality as well as explaining methodology used in producing the data.

Coverage

This release provides information on A level and other 16-18 results in:

- Students who have completed their 16-18 phase of education
- Students who have entered an approved qualification in the reporting year

Approved qualifications are those that are eligible for reporting in the 16-18 school and college performance tables, listed in the 16 to 18 qualifications, discount codes and point scores (https://www.gov.uk/government/publications/16-to-19-qualifications-discount-codes-and-point-scores).

The information is based on data collected via awarding organisations, the school census, and the Individualised Learner Record.

File formats and conventions

Rounding

This dataset has not had rounding applied.

Suppression is applied to protect the disclosure of personal information or characteristics.

Conventions

The following conventions are used throughout the underlying data.

Symbol  |  Usage                                       |  Example
------  |  ------------------------------------------  |  ----------------------------------------------------------
z       |  When an observation is not applicable       |  No data for males at an all female school
x       |  When data is unavailable for other reasons  |  Data for an indicator is not collected in a certain region
c       |  Confidential data                           |  Data has been suppressed

Data files

Attainment and other performance measures - time series

Filename: aggregated_attainment_timeseries_201625_API.csv
Geographic levels: National
Time period: 2015/16 to 2024/25
Content summary: Attainment timeseries data for all students and by disadvantaged status.

Variable names and descriptions for this file are provided below:

Variable name        |  Variable description
-------------------  |  ---------------------
aps_per_entry        |  APS per entry
aps_per_entry_grade  |  APS per entry (grade)
breakdown            |  Characteristic
cohort               |  Exam cohort
student_count        |  Number of students

Footnotes:

1. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
2. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - student characteristics and region

Filename: aggregated_attainment_by_characteristic_region_202125_API.csv
Geographic levels: Local authority; National; Regional
Time period: 2020/21 to 2024/25
Content summary: Attainment by student characteristics and region or local authority. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name                                 |  Variable description
--------------------------------------------  |  ---------------------------------------------------------------------------
aab_percent                                   |  % achieving ≥ AAB
aab_two_facilitating_percent                  |  % achieving ≥ AAB for a minimum of 2 facilitating A levels
aps_per_entry                                 |  APS per entry
aps_per_entry_grade                           |  APS per entry (grade)
aps_per_entry_student_count                   |  Number of students
best_three_alevels_aps                        |  APS per 'Best 3' entries
best_three_alevels_grade                      |  APS per 'Best 3' entries (grade)
breakdown                                     |  Characteristic
exam_cohort                                   |  Exam cohort
level2_highest_entry_student_count            |  Number of level 2 vocational students (without approved level 3 entry)
level2_techcert_percent                       |  % technical certificate students
level3_voc_applied_general_percent            |  % applied general students
level3_voc_not_applied_general_student_count  |  Number of students entered level 3 vocationals (excluding applied generals)
level3_voc_not_tech_level_student_count       |  Number of students entered level 3 vocationals (excluding tech levels)
level3_voc_tech_level_percent                 |  % tech level students
one_or_more_alevel_or_applied_student_count   |  Number of students entered for ≥ 1 A level or applied A level
one_or_more_alevel_student_count              |  Number of students entered for ≥ 1 A level
three_astar_to_a_percent                      |  % achieving 3 A* to A
two_or_more_level3_percent                    |  % achieving ≥ 2 substantial level 3 results

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
5. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
6. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
7. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
8. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - institution type and sex

Filename: aggregated_attainment_by_institution_sex_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Attainment by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name                                 |  Variable description
--------------------------------------------  |  ---------------------------------------------------------------------------
aab_percent                                   |  % achieving ≥ AAB
aab_two_facilitating_percent                  |  % achieving ≥ AAB for a minimum of 2 facilitating A levels
aps_per_entry                                 |  APS per entry
aps_per_entry_grade                           |  APS per entry (grade)
aps_per_entry_student_count                   |  Number of students
best_three_alevels_aps                        |  APS per 'Best 3' entries
best_three_alevels_grade                      |  APS per 'Best 3' entries (grade)
establishment_type                            |  Institution
exam_cohort                                   |  Exam cohort
institution_count                             |  Institution count
level2_highest_entry_student_count            |  Number of level 2 vocational students (without approved level 3 entry)
level2_techcert_percent                       |  % technical certificate students
level3_voc_applied_general_percent            |  % applied general students
level3_voc_not_applied_general_student_count  |  Number of students entered level 3 vocationals (excluding applied generals)
level3_voc_not_tech_level_student_count       |  Number of students entered level 3 vocationals (excluding tech levels)
level3_voc_tech_level_percent                 |  % tech level students
one_or_more_alevel_or_applied_student_count   |  Number of students entered for ≥ 1 A level or applied A level
one_or_more_alevel_student_count              |  Number of students entered for ≥ 1 A level
sex                                           |  Sex
three_astar_to_a_percent                      |  % achieving 3 A* to A
two_or_more_level3_percent                    |  % achieving ≥ 2 substantial level 3 results

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
3. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
4. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
5. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
6. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
7. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
8. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - student characteristics and disadvantage status

Filename: aggregated_attainment_by_supercharacteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Attainment by a combination of disadvantage status and other student characteristics. Other student characteristics include sex, ethnicity, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name                                 |  Variable description
--------------------------------------------  |  ---------------------------------------------------------------------------
aab_percent                                   |  % achieving ≥ AAB
aab_two_facilitating_percent                  |  % achieving ≥ AAB for a minimum of 2 facilitating A levels
aps_per_entry                                 |  APS per entry
aps_per_entry_grade                           |  APS per entry (grade)
aps_per_entry_student_count                   |  Number of students
best_three_alevels_aps                        |  APS per 'Best 3' entries
best_three_alevels_grade                      |  APS per 'Best 3' entries (grade)
breakdown                                     |  Characteristic
disadvantage_status                           |  Disadvantage status
exam_cohort                                   |  Exam cohort
level2_highest_entry_student_count            |  Number of level 2 vocational students (without approved level 3 entry)
level2_techcert_percent                       |  % technical certificate students
level3_voc_applied_general_percent            |  % applied general students
level3_voc_not_applied_general_student_count  |  Number of students entered level 3 vocationals (excluding applied generals)
level3_voc_not_tech_level_student_count       |  Number of students entered level 3 vocationals (excluding tech levels)
level3_voc_tech_level_percent                 |  % tech level students
one_or_more_alevel_or_applied_student_count   |  Number of students entered for ≥ 1 A level or applied A level
one_or_more_alevel_student_count              |  Number of students entered for ≥ 1 A level
three_astar_to_a_percent                      |  % achieving 3 A* to A
two_or_more_level3_percent                    |  % achieving ≥ 2 substantial level 3 results

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
5. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
6. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
7. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
8. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - disadvantage status, ethnicity, SEN status, and sex

Filename: aggregated_attainment_by_multiple_characteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Attainment by a combination of disadvantage status, ethnicity, special educational needs (SEN) provision, and sex.

Variable names and descriptions for this file are provided below:

Variable name                                 |  Variable description
--------------------------------------------  |  ---------------------------------------------------------------------------
aab_percent                                   |  % achieving ≥ AAB
aab_two_facilitating_percent                  |  % achieving ≥ AAB for a minimum of 2 facilitating A levels
aps_per_entry                                 |  APS per entry
aps_per_entry_grade                           |  APS per entry (grade)
aps_per_entry_student_count                   |  Number of students
best_three_alevels_aps                        |  APS per 'Best 3' entries
best_three_alevels_grade                      |  APS per 'Best 3' entries (grade)
disadvantage_status                           |  Disadvantage status
ethnicity_minor                               |  Ethnicity
exam_cohort                                   |  Exam cohort
level2_highest_entry_student_count            |  Number of level 2 vocational students (without approved level 3 entry)
level2_techcert_percent                       |  % technical certificate students
level3_voc_applied_general_percent            |  % applied general students
level3_voc_not_applied_general_student_count  |  Number of students entered level 3 vocationals (excluding applied generals)
level3_voc_not_tech_level_student_count       |  Number of students entered level 3 vocationals (excluding tech levels)
level3_voc_tech_level_percent                 |  % tech level students
one_or_more_alevel_or_applied_student_count   |  Number of students entered for ≥ 1 A level or applied A level
one_or_more_alevel_student_count              |  Number of students entered for ≥ 1 A level
sen_provision                                 |  SEN provision
sex                                           |  Sex
three_astar_to_a_percent                      |  % achieving 3 A* to A
two_or_more_level3_percent                    |  % achieving ≥ 2 substantial level 3 results

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
5. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
6. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
7. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
8. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - rurality, local authority district, and parliamentary constituency

Filename: aggregated_attainment_by_geography_202125_API.csv
Geographic levels: Local authority district; Parliamentary constituency; Regional
Time period: 2020/21 to 2024/25
Content summary: Attainment by rurality, local authority district, and parliamentary constituency.

Variable names and descriptions for this file are provided below:

Variable name                                 |  Variable description
--------------------------------------------  |  ---------------------------------------------------------------------------
aab_percent                                   |  % achieving ≥ AAB
aab_two_facilitating_percent                  |  % achieving ≥ AAB for a minimum of 2 facilitating A levels
aps_per_entry                                 |  APS per entry
aps_per_entry_grade                           |  APS per entry (grade)
aps_per_entry_student_count                   |  Number of students
best_three_alevels_aps                        |  APS per 'Best 3' entries
best_three_alevels_grade                      |  APS per 'Best 3' entries (grade)
exam_cohort                                   |  Exam cohort
level2_highest_entry_student_count            |  Number of level 2 vocational students (without approved level 3 entry)
level2_techcert_percent                       |  % technical certificate students
level3_voc_applied_general_percent            |  % applied general students
level3_voc_not_applied_general_student_count  |  Number of students entered level 3 vocationals (excluding applied generals)
level3_voc_not_tech_level_student_count       |  Number of students entered level 3 vocationals (excluding tech levels)
level3_voc_tech_level_percent                 |  % tech level students
one_or_more_alevel_or_applied_student_count   |  Number of students entered for ≥ 1 A level or applied A level
one_or_more_alevel_student_count              |  Number of students entered for ≥ 1 A level
rurality_name                                 |  Rurality
three_astar_to_a_percent                      |  % achieving 3 A* to A
two_or_more_level3_percent                    |  % achieving ≥ 2 substantial level 3 results

Footnotes:

1. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
2. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
3. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
4. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment and other performance measures - student characteristics as a percentage of cohort

Filename: aa_by_characteristic_proportions_long_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Student characteristics as a percentage of each exam cohort.

Variable names and descriptions for this file are provided below:

Variable name    |  Variable description
---------------  |  -------------------
breakdown        |  Characteristic
exam_cohort      |  Exam cohort
student_count    |  Number of students
student_percent  |  Percent of students

Footnotes:

1. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
2. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
3. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


KS4 prior attainment - average KS4 prior attainment by student characteristics and region

Filename: prior_attainment_by_characteristic_region_202125_API.csv
Geographic levels: Local authority; National; Regional
Time period: 2020/21 to 2024/25
Content summary: Average KS4 prior attainment by student characteristics and region or LA. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  --------------------------------------------
breakdown                  |  Characteristic
exam_cohort                |  Exam cohort
prior_average              |  Average KS4 prior attainment
student_count              |  Number of students
students_with_prior_count  |  Number of students with KS4 prior attainment

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


KS4 prior attainment - average KS4 prior attainment by institution type and sex

Filename: prior_attainment_by_institution_sex_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Average KS4 prior attainment by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  --------------------------------------------
establishment_type         |  Institution
exam_cohort                |  Exam cohort
prior_average              |  Average KS4 prior attainment
sex                        |  Sex
student_count              |  Number of students
students_with_prior_count  |  Number of students with KS4 prior attainment

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
4. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


English and Maths - progress by student characteristics

Filename: english_maths_progress_by_characteristic_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: English and maths progress measures by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  ----------------------------------------------------------------
baseline_average         |  Average prior attainment points in subject
breakdown                |  Characteristic
entering_percent         |  Proportion of cohort entering an approved qualification
grade_four_plus_percent  |  Proportion of cohort achieving  grade 4 (or equivalent) or above
improving_pecent         |  Proportion of cohort improving their point score
lower_percent            |  Proportion of cohort lowering their point score
non_entry_percent        |  Proportion of cohort not entering an approved qualification
progress_average         |  Average progress (points) made in subject
same_percent             |  Proportion of cohort with unchanged point score
student_count            |  Number of students in scope for the measure
subject                  |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding.
5. The list of qualifications that count towards the English and maths progress measure can be found at 16 to 18 English and maths progress measure qualifications (https://www.gov.uk/government/publications/16-to-18-english-and-maths-progress-measure-qualifications).


English and Maths - progress by institution type and sex

Filename: english_maths_progress_by_institution_sex_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: English and maths progress measures by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  ----------------------------------------------------------------
baseline_average         |  Average prior attainment points in subject
entering_percent         |  Proportion of cohort entering an approved qualification
establishment_type       |  Institution
grade_four_plus_percent  |  Proportion of cohort achieving  grade 4 (or equivalent) or above
improving_pecent         |  Proportion of cohort improving their point score
lower_percent            |  Proportion of cohort lowering their point score
non_entry_percent        |  Proportion of cohort not entering an approved qualification
progress_average         |  Average progress (points) made in subject
same_percent             |  Proportion of cohort with unchanged point score
sex                      |  Sex
student_count            |  Number of students in scope for the measure
subject                  |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
4. Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding.
5. The list of qualifications that count towards the English and maths progress measure can be found at 16 to 18 English and maths progress measure qualifications (https://www.gov.uk/government/publications/16-to-18-english-and-maths-progress-measure-qualifications).


English and Maths - below level 3 entries by student characteristics

Filename: english_maths_below_L3_by_characteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Entries and passes for below level 3 English and maths, by qualification type and student characteristics. Includes entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level.

Variable names and descriptions for this file are provided below:

Variable name         |  Variable description
--------------------  |  ----------------------------------------------
breakdown             |  Characteristic
qualification         |  Qualification
student_count         |  Number of entries
student_pass_count    |  Number of passes
student_pass_percent  |  Proportion of cohort achieving a pass at level
subject               |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Exam entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level. Includes pending awards.
5. Includes international GCSEs (regulated and unregulated) and level 1/level 2 certificates.
6. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


English and Maths - below level 3 entries by institution type

Filename: english_maths_below_L3_by_institution_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Entries and passes for below level 3 English and maths, by qualification type, institution type and student sex. Includes entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level.

Variable names and descriptions for this file are provided below:

Variable name         |  Variable description
--------------------  |  ----------------------------------------------
establishment_type    |  Institution
qualification         |  Qualification
student_count         |  Number of entries
student_pass_count    |  Number of passes
student_pass_percent  |  Proportion of cohort achieving a pass at level
subject               |  Subject

Footnotes:

1. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
2. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
3. Exam entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level. Includes pending awards.
4. Includes international GCSEs (regulated and unregulated) and level 1/level 2 certificates.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Level 3 Maths - attainment by institution type and sex

Filename: L3_maths_by_institution_sex_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: Students achieving a L3 maths qualification by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name                  |  Variable description
-----------------------------  |  -----------------------------------------------------------
achieved_level3_maths_count    |  Number of students achieving a Level 3 maths qualification
achieved_level3_maths_percent  |  Percent of students achieving a Level 3 maths qualification
establishment_type             |  Institution
sex                            |  Sex
student_count                  |  Number of students in scope

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.


Student counts and Results - A level by subject and student characteristics (end of 16-18 study)

Filename: alevel_counts_results_by_characteristic_1618study_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: A level student counts by grade achieved, subject and student characteristics. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  --------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of students (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of students (A* to grade)
breakdown                          |  Characteristic
grade                              |  Grade achieved
grade_count                        |  Number of students
grade_percent                      |  Percent of students
subject                            |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Student counts and Results - A level by institution type and sex (end of 16-18 study)

Filename: alevel_counts_results_by_institution_sex_1618study_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: A level student counts by grade achieved, institution type and student sex. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  --------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of students (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of students (A* to grade)
establishment_type                 |  Institution
grade                              |  Grade achieved
grade_count                        |  Number of students
grade_percent                      |  Percent of students
sex                                |  Sex

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
4. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Student counts and Results - A level by region and subject (end of 16-18 study)

Filename: alevel_counts_results_by_region_1618study_202125_API.csv
Geographic levels: Local authority; Regional
Time period: 2020/21 to 2024/25
Content summary: A level student counts by grade achieved, subject and region or local authority. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  --------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of students (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of students (A* to grade)
grade                              |  Grade achieved
grade_count                        |  Number of students
grade_percent                      |  Percent of students
subject                            |  Subject

Footnotes:

1. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
2. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Student counts - vocational qualifications by subject and student characteristics (end of 16-18 study)

Filename: vocational_counts_by_characteristic_1618study_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Vocational qualification student counts, by Ofqual subject area and student characteristics. Includes students triggered for inclusion in performance tables who completed vocational qualifications during 16-18 study, after discounting of exams.

Variable names and descriptions for this file are provided below:

Variable name         |  Variable description
--------------------  |  ------------------------------------
breakdown             |  Characteristic
cohort                |  Exam cohort
ofqual_tier_2         |  Ofqual subject
student_count         |  Number of students
student_pass_count    |  Number of students achieving a pass
student_pass_percent  |  Percent of students achieving a pass

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Includes students triggered for inclusion in performance tables who completed a vocational qualification during 16-18 study, after discounting of exams. Includes pending awards.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Student counts grade combinations - A level by student characteristics

Filename: alevel_counts_grade_combinations_by_characteristic_fine_UCAS_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: A level grade combinations, by student characteristics. Coverage is all students that entered at least 1 A level. Grade outcomes are changed into UCAS points by adding up a student's best 3 A level results (A*=56, A = 48, B = 40, C= 32, D=24, E=16).

Variable names and descriptions for this file are provided below:

Variable name    |  Variable description
---------------  |  -------------------
breakdown        |  Characteristic
student_count    |  Number of students
student_percent  |  Percent of students
ucas_points      |  UCAS points

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study (excluding general studies and critical thinking), after discounting of exams. Includes pending awards.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Entries and Results - A level and AS by subject and student characteristics (single academic year)

Filename: alevel_as_entries_results_by_characteristic_singleyr_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: A level and AS level entries by grade achieved, subject and student characteristics. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  -------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of entries (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of entries (A* to grade)
breakdown                          |  Characteristic
exam_cohort                        |  Exam cohort
grade                              |  Grade achieved
grade_count                        |  Number of entries
grade_percent                      |  Percent of entries
subject                            |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Entries and Results - A level and AS by institution type and sex (single academic year)

Filename: alevel_as_entries_results_by_institution_sex_singleyr_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: A level and AS level entries by grade achieved, institution type and student sex. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  -------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of entries (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of entries (A* to grade)
establishment_type                 |  Institution
exam_cohort                        |  Exam cohort
grade                              |  Grade achieved
grade_count                        |  Number of entries
grade_percent                      |  Percent of entries
sex                                |  Sex

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
4. Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Entries and Results - A level and AS by region and subject (single academic year)

Filename: alevel_as_entries_results_by_region_singleyr_202125_API.csv
Geographic levels: Local authority; Regional
Time period: 2020/21 to 2024/25
Content summary: A level and AS level entries by grade achieved, subject and region or local authority. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).

Variable names and descriptions for this file are provided below:

Variable name                      |  Variable description
---------------------------------  |  -------------------------------------------
astar_to_grade_cumulative_count    |  Cumulative number of entries (A* to grade)
astar_to_grade_cumulative_percent  |  Cumulative percent of entries (A* to grade)
exam_cohort                        |  Exam cohort
grade                              |  Grade achieved
grade_count                        |  Number of entries
grade_percent                      |  Percent of entries
subject                            |  Subject

Footnotes:

1. Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
2. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Entries - vocational qualifications by subject and student characteristics (single academic year)

Filename: vocational_entries_by_characteristic_singleyr_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Vocational qualification entries, by Ofqual subject area and student characteristics. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).

Variable names and descriptions for this file are provided below:

Variable name         |  Variable description
--------------------  |  -------------------------------------
breakdown             |  Characteristic
cohort                |  Exam cohort
entries_count         |  Number of entries
entries_pass_count    |  Number of passes
entries_pass_percent  |  Proportion of cohort achieving a pass
ofqual_tier_2         |  Ofqual subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Maths and science - subject combinations by student characteristics

Filename: maths_science_combinations_by_characteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Number of students entered for combinations of maths and science A levels during 16-18 study, by student characteristics.

Variable names and descriptions for this file are provided below:

Variable name                                  |  Variable description
---------------------------------------------  |  ------------------------------------------------------------------
breakdown                                      |  Characteristic
subject_combination                            |  Maths/Science A level combinations entered
subject_combination_and_other_subject_count    |  Entered 'combination' and any other Maths/Science subjects
subject_combination_and_other_subject_percent  |  Entered 'combination' and any other Maths/Science subjects (%)
subject_combination_only_count                 |  Entered 'combination' and no additional Maths/Science subjects
subject_combination_only_percent               |  Entered 'combination' and no additional Maths/Science subjects (%)

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Maths and science - subject combinations by region and sex

Filename: maths_science_combinations_by_region_sex_202125_API.csv
Geographic levels: Local authority; Regional
Time period: 2020/21 to 2024/25
Content summary: Number of students entered for combinations of maths and science A levels during 16-18 study, by region or local authority and student sex.

Variable names and descriptions for this file are provided below:

Variable name                                  |  Variable description
---------------------------------------------  |  ------------------------------------------------------------------
sex                                            |  Sex
subject_combination                            |  Maths/Science A level combinations entered
subject_combination_and_other_subject_count    |  Entered 'combination' and any other Maths/Science subjects
subject_combination_and_other_subject_percent  |  Entered 'combination' and any other Maths/Science subjects (%)
subject_combination_only_count                 |  Entered 'combination' and no additional Maths/Science subjects
subject_combination_only_percent               |  Entered 'combination' and no additional Maths/Science subjects (%)

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
3. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Time-series - A level subject entries and grade by sex

Filename: alevel_timeseries_subject_entries_results.csv
Geographic levels: National
Time period: 1995/96 to 2024/25
Content summary: Underlying data from the 16-18 time series dashboard (single year entries by subject and student sex). These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.

Variable names and descriptions for this file are provided below:

Variable name                |  Variable description
---------------------------  |  ------------------------------
characteristic_value         |  Characteristic
entry_count                  |  Exam entries
perc_astar_a_grade_achieved  |  Percent achieving grade A* - A
perc_astar_b_grade_achieved  |  Percent achieving grade A* - B
perc_astar_c_grade_achieved  |  Percent achieving grade A* - C
perc_astar_d_grade_achieved  |  Percent achieving grade A* - D
perc_astar_e_grade_achieved  |  Percent achieving grade A* - E
perc_astar_grade_achieved    |  Percent achieving grade A*
subject_name                 |  Subject

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
3. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Time-series - APS per entry by institution type

Filename: timeseries_aggregated_attainment_by_institution_type.csv
Geographic levels: National
Time period: 2012/13 to 2024/25
Content summary: Underlying data from the 16-18 time series dashboard (average attainment by institution type and student sex). These data include the applied general and tech level cohorts (from 2015/16) and the A level cohort (from 2012/13).

Variable names and descriptions for this file are provided below:

Variable name        |  Variable description
-------------------  |  ------------------
aps_per_entry        |  APS per entry
aps_per_entry_grade  |  Average  result
characteristic_sex   |  Characteristic
establishment_type   |  Institution
number_of_students   |  Number of students
qualification_type   |  Qualification

Footnotes:

1. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
2. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
3. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Attainment institution distribution

Filename: histogram_data_aa_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: Average point score institution distribution for the A level, applied general, and tech level exam cohorts.

Variable names and descriptions for this file are provided below:

Variable name  |  Variable description
-----------  |  -------------------------
count        |  Number of institutions
exam_cohort  |  Exam cohort
x_range      |  Average point score range

Footnotes:

1. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Value added - student characteristics

Filename: value_added_by_characteristic_202325_API.csv
Geographic levels: National
Time period: 2023/24 to 2024/25
Content summary: Value added scores by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name  |  Variable description
-------------  |  -----------------
breakdown      |  Characteristic
entries_count  |  Number of entries
exam_cohort    |  Exam cohort
value_added    |  Value added

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.


Value added - institution type and sex

Filename: value_added_by_institution_sex_202325_API.csv
Geographic levels: National
Time period: 2023/24 to 2024/25
Content summary: Value added scores by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name       |  Variable description
------------------  |  -----------------
entries_count       |  Number of entries
establishment_type  |  Institution
exam_cohort         |  Exam cohort
sex                 |  Sex
value_added         |  Value added

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. 'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.


Multi-academy trusts attainment - student characteristics

Filename: 1618_multi_academy_trusts_student_characteristics_202425_API.csv
Geographic levels: National
Time period: 2021/22 to 2024/25
Content summary: Metrics for academic and applied general qualification cohorts, for academies that are in multi-academy trusts, by performance table eligibility, academy type, and student characteristics.

Variable names and descriptions for this file are provided below:

Variable name                   |  Variable description
------------------------------  |  ----------------------------------
academy_type                    |  Academy type
aps_per_entry                   |  APS per entry
breakdown                       |  Characteristic
entries_count                   |  Number of entries
exam_cohort                     |  Exam cohort
institution_count               |  Number of institutions
performance_tables_eligibility  |  MAT performance tables eligibility
student_count                   |  Number of students
value_added                     |  Value added

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
4. Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.
5. All multi-academy trust institutions include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
6. Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at that phase of education/cohort and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.
7. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Multi-academy trusts attainment - MAT properties

Filename: 1618_multi_academy_trusts_mat_properties_202425_API.csv
Geographic levels: National
Time period: 2021/22 to 2024/25
Content summary: Metrics for academic and applied general qualification cohorts, for academies that are in multi-academy trusts, by performance table eligibility, academy type, and MAT information. MAT information includes years in trust, and MAT size.

Variable names and descriptions for this file are provided below:

Variable name                   |  Variable description
------------------------------  |  ----------------------------------
academy_type                    |  Academy type
aps_per_entry                   |  APS per entry
breakdown                       |  MAT characteristic
entries_count                   |  Number of entries
exam_cohort                     |  Exam cohort
institution_count               |  Number of institutions
performance_tables_eligibility  |  MAT performance tables eligibility
student_count                   |  Number of students
value_added                     |  Value added

Footnotes:

1. Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
2. Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.
3. All multi-academy trust institutions include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
4. Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at that phase of education/cohort and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.
5. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Schools and colleges - performance

Filename: institution_performance_202225_API.csv
Geographic levels: School
Time period: 2021/22 to 2024/25
Content summary: Institution performance by cohort and disadvantage status. Cohorts include academic, A level, applied general, tech level, and technical certificate students, as well as those eligible for inclusion in English and maths specific measures.

Variable names and descriptions for this file are provided below:

Variable name                     |  Variable description
--------------------------------  |  -------------------------------------------------------------
aab_percent                       |  % achieving ≥ AAB for a minimum of 2 facilitating subjects
aab_student_count                 |  Number of students entered for ≥ 1 A level
aps_per_entry                     |  APS per entry
aps_per_entry_grade               |  APS per entry (grade)
aps_per_entry_student_count       |  Number of students in APS measure
best_three_alevels_aps            |  APS per 'Best 3' entries
best_three_alevels_grade          |  APS per 'Best 3' entries (grade)
best_three_alevels_student_count  |  Number of students entered for ≥ 1 A level or applied A level
disadvantage_status               |  Disadvantaged status
end1618_student_count             |  Number of students at end of 16-18 study
english_progress                  |  Average English progress
english_progress_entries_percent  |  % entering an approved English qualification
english_progress_inscope_count    |  Number of students in English progress measure
exam_cohort                       |  Exam cohort
level_3_maths_percent             |  % of cohort achieving a pass at level 3
level_3_maths_student_count       |  Number of level 3 maths students
maths_progress                    |  Average maths progress
maths_progress_entries_percent    |  % entering an approved maths qualification
maths_progress_inscope_count      |  Number of students in maths progress measure
progress_banding                  |  Progress banding
retained_2nd_year_percent         |  % returned and retained for a second year
retained_2nd_year_student_count   |  Number of students in two-year programme
retained_assessed_percent         |  % retained and assessed
retained_percent                  |  % retained
retained_student_count            |  Number of students in retention measure
value_added                       |  Value added
value_added_lower_ci              |  Value added LCI
value_added_upper_ci              |  Value added UCI
vocational_percent                |  % vocational students
vocational_student_count          |  Number of vocational students

Footnotes:

1. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
2. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
3. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
4. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
5. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
6. Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding.
7. The list of qualifications that count towards the English and maths progress measure can be found at 16 to 18 English and maths progress measure qualifications (https://www.gov.uk/government/publications/16-to-18-english-and-maths-progress-measure-qualifications).


Schools and colleges - national performance

Filename: national_performance_202225_API.csv
Geographic levels: Local authority; National
Time period: 2021/22 to 2024/25
Content summary: National performance by cohort and disadvantage status. Cohorts include academic, A level, applied general, tech level, and technical certificate students, as well as those eligible for inclusion in English and maths specific measures.

Variable names and descriptions for this file are provided below:

Variable name                     |  Variable description
--------------------------------  |  -------------------------------------------------------------
aab_percent                       |  % achieving ≥ AAB for a minimum of 2 facilitating subjects
aab_student_count                 |  Number of students entered for ≥ 1 A level
aps_per_entry                     |  APS per entry
aps_per_entry_grade               |  APS per entry (grade)
aps_per_entry_student_count       |  Number of students in APS measure
best_three_alevels_aps            |  APS per 'Best 3' entries
best_three_alevels_grade          |  APS per 'Best 3' entries (grade)
best_three_alevels_student_count  |  Number of students entered for ≥ 1 A level or applied A level
disadvantage_status               |  Disadvantaged status
end1618_student_count             |  Number of students at end of 16-18 study
english_progress                  |  Average English progress
english_progress_entries_percent  |  % entering an approved English qualification
english_progress_inscope_count    |  Number of students in English progress measure
exam_cohort                       |  Exam cohort
level_3_maths_percent             |  % of cohort achieving a pass at level 3
level_3_maths_student_count       |  Number of level 3 maths students
maths_progress                    |  Average maths progress
maths_progress_entries_percent    |  % entering an approved maths qualification
maths_progress_inscope_count      |  Number of students in maths progress measure
progress_banding                  |  Progress banding
retained_2nd_year_percent         |  % returned and retained for a second year
retained_2nd_year_student_count   |  Number of students in two-year programme
retained_assessed_percent         |  % retained and assessed
retained_percent                  |  % retained
retained_student_count            |  Number of students in retention measure
value_added                       |  Value added
value_added_lower_ci              |  Value added LCI
value_added_upper_ci              |  Value added UCI
vocational_percent                |  % vocational students
vocational_student_count          |  Number of vocational students

Footnotes:

1. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
2. Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
3. Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
4. A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
5. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide).
6. Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding.
7. The list of qualifications that count towards the English and maths progress measure can be found at 16 to 18 English and maths progress measure qualifications (https://www.gov.uk/government/publications/16-to-18-english-and-maths-progress-measure-qualifications).


Schools and colleges - subject entries and grades

Filename: institution_subject_and_qualification_results_202425_API.csv
Geographic levels: School
Time period: 2024/25
Content summary: Institution level entries and results broken down by qualification type and subject.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  -----------------------
a_level_equivelent_size  |  A level equivelent size
entries_count            |  Number of entries
exam_cohort              |  Exam cohort
gcse_equivelent_size     |  GCSE equivelent size
grade                    |  Grade/Total entries
grade_structure          |  Grade structure
subject                  |  Subject


Schools and colleges - national comparator subject entries and grades

Filename: national_subject_and_qualification_results_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: National level entries and results broken down by subject.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  -----------------------
a_level_equivelent_size  |  A level equivelent size
entries_count            |  Number of entries
exam_cohort              |  Exam cohort
gcse_equivelent_size     |  GCSE equivelent size
grade                    |  Grade/Total entries
grade_structure          |  Grade structure
subject                  |  Subject


Schools and colleges - A level maths and science

Filename: institution_maths_and_science_student_counts_202425_API.csv
Geographic levels: School
Time period: 2024/25
Content summary: Institution A level maths and science student counts.

Variable names and descriptions for this file are provided below:

Variable name        |  Variable description
-------------------  |  --------------------------------
percent_entered      |  Percentage of students entered
sex                  |  Sex
subject              |  Subject
total_student_count  |  Total number of A level students

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.


Schools and colleges - qualification and subject value added

Filename: institution_subject_and_qualification_value_added_202425_API.csv
Geographic levels: School
Time period: 2024/25
Content summary: Institution value added by qualification type and subject.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  -------------------------
a_level_equivelent_size  |  A level equivelent size
entries_count            |  Number of entries
qualification_detailed   |  Qualification
subject                  |  Subject name
value_added              |  Value added
value_added_lower_ci     |  Lower confidence interval
value_added_upper_ci     |  Upper confidence interval


Schools and colleges - institution information

Filename: institution_information_202225_API.csv
Geographic levels: School
Time period: 2024/25
Content summary: Institution administrative and geographic information.

Variable names and descriptions for this file are provided below:

Variable name           |  Variable description
----------------------  |  ----------------------
address                 |  Address
admissions_policy       |  Admissions policy
age_range               |  Age range
establishment_type      |  Establishment type
phone_number            |  Phone number
postcode                |  Postcode
religious_denomination  |  Religious denomination
sex_policy              |  Sex policy


Schools and colleges - MAT performance

Filename: MAT_performance_202425_API.csv
Geographic levels: MAT
Time period: 2024/25
Content summary: Multi-academy trust attainment and value added by cohort and disadvantage status. Cohorts include academic and applied general students.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  ---------------------------------------------------
aps_per_entry            |  APS per entry
aps_per_entry_grade      |  APS per entry (grade)
disadvantage_status      |  Disadvantage status
disadvantaged_percent    |  Proportion of disadvantaged students
eligible_students_count  |  Number of students included in performance measures
entries_count            |  Total entries
exam_cohort              |  Exam cohort
points_sum               |  Total points
progress_banding         |  Progress banding
students_in_mat_count    |  Number of students in MAT
value_added              |  Value added
value_added_lower_ci     |  Lower CI
value_added_upper_ci     |  Upper CI

Footnotes:

1. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
2. Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
3. Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.


Schools and colleges - MAT information

Filename: MAT_information_202425_API.csv
Geographic levels: MAT
Time period: 2024/25
Content summary: MAT administrative and geographic information.

Variable names and descriptions for this file are provided below:

Variable name                   |  Variable description
------------------------------  |  -----------------------------------------
academy_count                   |  Number of academies
converter_count                 |  Number of converter academies
exam_cohort                     |  Exam cohort
free_count                      |  Number of free schools
performance_tables_eligibility  |  Performance tables eligibility
sponsor_count                   |  Number of sponsor academies
studio_count                    |  Number of studio schools
utc_count                       |  Number of UTCs
years_3_count                   |  Number of academies in trust for 3 years
years_4_count                   |  Number of academies in trust for 4 years
years_5plus_count               |  Number of academies in trust for 5+ years

Footnotes:

1. Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
2. Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.
3. Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at that phase of education/cohort and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.


Retention - cohort time series

Filename: retention_by_cohort_201625_API.csv
Geographic levels: National
Time period: 2015/16 to 2024/25
Content summary: Time series retention metrics for all qualification cohorts.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  -----------------------------------------
exam_cohort                |  Exam cohort
retained_2nd_year_percent  |  % returned and retained for a second year
retained_assessed_percent  |  % retained and assessed
retained_percent           |  % retained
year_1_student_count       |  Number of students
year_2_student_count       |  Number of students in two-year programme

Footnotes:

1. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention - student characteristics

Filename: retention_by_characteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Retention metrics by student characteristic. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  -----------------------------------------
breakdown                  |  Characteristic
exam_cohort                |  Exam cohort
retained_2nd_year_percent  |  % returned and retained for a second year
retained_assessed_percent  |  % retained and assessed
retained_percent           |  % retained
year_1_student_count       |  Number of students
year_2_student_count       |  Number of students in two-year programme

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention - institution type and sex

Filename: retention_by_institution_sex_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Retention metrics by institution type and student sex.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  -----------------------------------------
establishment_type         |  Institution
exam_cohort                |  Exam cohort
retained_2nd_year_percent  |  % returned and retained for a second year
retained_assessed_percent  |  % retained and assessed
retained_percent           |  % retained
sex                        |  Sex
year_1_student_count       |  Number of students
year_2_student_count       |  Number of students in two-year programme

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
3. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention - region, local authority district, and parliamentary constituency

Filename: retention_by_geography_202125_API.csv
Geographic levels: Local authority; Local authority district; Parliamentary constituency; Regional
Time period: 2020/21 to 2024/25
Content summary: Retention metrics by region or local authority, local authority district, and parliamentary constituency.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  -----------------------------------------
exam_cohort                |  Exam cohort
retained_2nd_year_percent  |  % returned and retained for a second year
retained_assessed_percent  |  % retained and assessed
retained_percent           |  % retained
year_1_student_count       |  Number of students
year_2_student_count       |  Number of students in two-year programme

Footnotes:

1. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention - student characteristics and disadvantage status

Filename: retention_by_supercharacteristic_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Retention metrics by a combination of disadvantage status and other student characteristics. Other student characteristics include sex, ethnicity, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Variable names and descriptions for this file are provided below:

Variable name              |  Variable description
-------------------------  |  -----------------------------------------
breakdown                  |  Characteristic
disadvantage_status        |  Disadvantage status
exam_cohort                |  Exam cohort
retained_2nd_year_percent  |  % returned and retained for a second year
retained_assessed_percent  |  % retained and assessed
retained_percent           |  % retained
year_1_student_count       |  Number of students
year_2_student_count       |  Number of students in two-year programme

Footnotes:

1. Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
2. Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
3. EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
4. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention - institution prior attainment as a percentage of cohort

Filename: retention_by_institution_priorattainment_proportions_202125_API.csv
Geographic levels: National
Time period: 2020/21 to 2024/25
Content summary: Retention by institution type and prior attainment proportion for each exam cohort.

Variable names and descriptions for this file are provided below:

Variable name           |  Variable description
----------------------  |  ----------------------
establishment_type      |  Institution
exam_cohort             |  Exam cohort
prior_attainment        |  Prior attainment
retained_percent        |  Percentage of students
retained_student_count  |  Number of students

Footnotes:

1. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.


Retention institution distribution

Filename: histogram_data_retention_202425_API.csv
Geographic levels: National
Time period: 2024/25
Content summary: Retained and assessed institution distribution for the A level, applied general, and tech level exam cohorts.

Variable names and descriptions for this file are provided below:

Variable name  |  Variable description
-----------  |  -----------------------------------
count        |  Number of institutions
exam_cohort  |  Exam cohort
x_range      |  Percent retained and assessed range

Footnotes:

1. A change to the trigger rules was introduced in 2020/21  such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
