{"id":3023,"date":"2019-08-25T21:12:15","date_gmt":"2019-08-25T20:12:15","guid":{"rendered":"http:\/\/empathygap.uk\/?p=3023"},"modified":"2019-08-25T21:12:22","modified_gmt":"2019-08-25T20:12:22","slug":"a-level-results-2019","status":"publish","type":"post","link":"http:\/\/empathygap.uk\/?p=3023","title":{"rendered":"A Level Results 2019"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/A-Level-logo.jpg\" alt=\"\" class=\"wp-image-3028\" width=\"260\" height=\"196\" srcset=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/A-Level-logo.jpg 638w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/A-Level-logo-624x473.jpg 624w\" sizes=\"auto, (max-width: 260px) 100vw, 260px\" \/><\/figure><\/div>\n\n\n\n<p>Headline finding: 5,446 more girls do maths A Level\nthan boys do physics A level. <\/p>\n\n\n\n<p style=\"text-align:center\">******************<\/p>\n\n\n\n<p>I concentrate on the top grades, A*, A and B. Data is taken from <a href=\"http:\/\/www.bstubbs.co.uk\/natfig.htm\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Brian Stubbs site<\/a>. <\/p>\n\n\n\n<p>Across all subjects, female A level candidates\noutnumbered male candidates by 22.1% (360,623 male cf 440,379 female, counting\neach subject separately). <\/p>\n\n\n\n<p>Across all subjects, boys obtained a higher percentage\nof the top A* grade, but girls obtained a marginally higher percentage if\ngrades A and A* are combined, and a higher percentage of grades A*, A and B\ncombined (Table 1).<\/p>\n\n\n\n<p><strong>Table 1: All Subjects \u2013 Percentage of Candidates of\nSame Sex <\/strong><\/p>\n\n\n\n<table class=\"wp-block-table\"><tbody><tr><td>\n  grade\n  <\/td><td>\n  <strong>A*<\/strong>\n  <\/td><td>\n  <strong>A<\/strong>\n  <\/td><td>\n  <strong>B<\/strong>\n  <\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  8.2\n  <\/td><td>\n  17.2\n  <\/td><td>\n  24.4\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.5\n  <\/td><td>\n  18\n  <\/td><td>\n  27.5\n  <\/td><\/tr><\/tbody><\/table>\n\n\n\n<p>Adding the number of candidates in the three physical sciences (biology, chemistry and physics) there were more female than male candidates (84,111 cf 83,133). Adding the number of awards at grades A*, A or B in these three physical sciences, the total was greater for girls than boys (41,029 cf 40,620). As noted for <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"http:\/\/empathygap.uk\/?p=2995\" target=\"_blank\">the O Level results<\/a>, this is consistent with <a href=\"http:\/\/empathygap.uk\/?p=2051\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">women having been dominant in the pure sciences as university undergraduates<\/a> for many years. <\/p>\n\n\n\n<p>The most popular subjects for girls, in order, were,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>English (61,730)<\/li><li>Psychology\n(48,098)<\/li><li>Biology (43,555)<\/li><li>Maths (35,605)<\/li><\/ul>\n\n\n\n<p>Girls were 39% of candidates in maths.<\/p>\n\n\n\n<p>The most popular subjects for boys, in order, were,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Maths (56,290)<\/li><li>Economics\n(30,841)<\/li><li>Physics (30,159)<\/li><li>Chemistry\n(27,333)<\/li><\/ul>\n\n\n\n<p>Note that there are substantially fewer boys taking\nPhysics than girls taking Maths. So why the angst about girls and maths?<\/p>\n\n\n\n<p>Boys were barely more than one-quarter (25.9%) of candidates in English, English Language and English Literature. <a href=\"https:\/\/www.conservativewoman.co.uk\/a-boys-eye-view-of-our-feminist-english-lessons\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">This account<\/a> by a young man studying English A Level may help explain the subject\u2019s lack of popularity with males. <\/p>\n\n\n\n<p>Results can be expressed in two ways,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>in terms of the\npercentage of candidates of each sex being awarded each grade, or,<\/li><li>in terms of the\nnumber of candidates of each sex being awarded each grade.<\/li><\/ul>\n\n\n\n<p>Both are important. [1] indicates the quality of the\ncandidates. But the quality is of little significance if the quantity is woeful,\nthe quantity being measured by [2]. I address quantity first\u2026<\/p>\n\n\n\n<p><strong>Quantity<\/strong><\/p>\n\n\n\n<p>Table 2 (relegated to the Appendix at the end of this\narticle) lists 27 subjects and gives the percentage excess of girls over boys who\nwere awarded grades A*, A or B in each subject, i.e., 100(g-b)\/b, where g and b\nare the numbers of girls and boys respectively being awarded the grade in\nquestion. Negative values indicate an excess of boys over girls. The Table does\nnot cover every A Level subject but I believe I have captured all the major subjects.\nFigures 1 and 2 are more easily digested.<\/p>\n\n\n\n<p>Figure 1 shows the data of Table 2 in histogram form\nfor the first 17 subjects, and Figure 2 is the same for the last 10 subjects.\nThe first 17 subjects plotted in Figure 1 were chosen so that the excess of\ngirls over boys does not exceed 100% (at least, not by much). In contrast, the\nten subjects plotted in Figure 2 all have more than 100% more girls than boys\nachieving grades A*, A and B. <\/p>\n\n\n\n<p>Figure 1: <\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"994\" height=\"691\" src=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig1.jpg\" alt=\"\" class=\"wp-image-3026\" srcset=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig1.jpg 994w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig1-300x209.jpg 300w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig1-768x534.jpg 768w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig1-624x434.jpg 624w\" sizes=\"auto, (max-width: 994px) 100vw, 994px\" \/><\/figure>\n\n\n\n<p>Figure 2:<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"956\" height=\"667\" src=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig2.jpg\" alt=\"\" class=\"wp-image-3027\" srcset=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig2.jpg 956w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig2-300x209.jpg 300w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig2-768x536.jpg 768w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig2-624x435.jpg 624w\" sizes=\"auto, (max-width: 956px) 100vw, 956px\" \/><\/figure>\n\n\n\n<p>Six times more girls than boys achieved a grade A* in\nsociology, and seven times more in psychology.<\/p>\n\n\n\n<p>More than twice as many girls as boys achieved each of\ngrades A*, A and B in Religious Studies, Law, French, English, English\nLanguage, English Literature, Art &amp; Design, Drama and Spanish. Biology is also\nclose to having twice as many girls obtaining top grades. <\/p>\n\n\n\n<p>Girls also outnumber boys in the top grades in German,\nSpanish, Geography, History and Sports \/ Physical Education.<\/p>\n\n\n\n<p>Subjects which are borderline in terms of numbers of\neach sex obtaining top grades are Chemistry, Music and Political Studies.<\/p>\n\n\n\n<p>There were 7 subjects out of 27 in which the number of\nboys obtaining the top grades exceeded the number of girls. These were Business\nStudies, Computing, Economics, Maths, Further Maths, Physics and Design &amp;\nTechnology. <\/p>\n\n\n\n<p>Across all subjects, girls were awarded 12% more A*\ngrades, 28% more A grades and 38% more B grades. This is the measure of female\ndominance in terms of quantity.<\/p>\n\n\n\n<p><strong>Quality<\/strong><\/p>\n\n\n\n<p>Table 3 (in the Appendix) lists the same 27 subjects\ngiving the percentage of candidates of the same sex attaining grades A*, A and\nB. The difference in this percentage, (g-b),is plotted as a histogram by\nsubject in Figure 3. Positive values indicate that girls perform better than\nboys; negative values indicate that boys perform better than girls. Blue bars\nindicate grade A*, orange grade A and grey grade B. A glance at Figure 3\nreveals that,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Girls generally\noutperform boys (far more positive bars);<\/li><li>But, where boys do\nperform better, they tend to do so at the top grade A* (negative bars are\npredominantly blue).<\/li><\/ul>\n\n\n\n<p>To quantify the latter observation,<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Boys do better at\ngrade A* in 11 of the 27 subjects (i.e., not far off half);<\/li><li>Boys do better at\ngrade A in only 5 of the 27 subjects;<\/li><li>Boys do better at\ngrade B in only 5 of the 27 subjects;<\/li><\/ul>\n\n\n\n<p>Hence, girls also outperform boys as regards quality\nof result, as well as in quantity. However, at the highest grade (A*), there is\nnear-parity in terms of quality. <\/p>\n\n\n\n<p><strong>Figure 3:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"918\" height=\"717\" src=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig3-1.jpg\" alt=\"\" class=\"wp-image-3025\" srcset=\"http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig3-1.jpg 918w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig3-1-300x234.jpg 300w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig3-1-768x600.jpg 768w, http:\/\/empathygap.uk\/wp-content\/uploads\/2019\/08\/Fig3-1-624x487.jpg 624w\" sizes=\"auto, (max-width: 918px) 100vw, 918px\" \/><\/figure>\n\n\n\n<p><strong>Appendix<\/strong><\/p>\n\n\n\n<p><strong>Table 2: Percentage excess of girls over boys\nobtaining stated grades<\/strong><\/p>\n\n\n\n<table class=\"wp-block-table\"><tbody><tr><td><\/td><td>\n  % excess of girls, 100*(g-b)\/b\n  <\/td><\/tr><tr><td><\/td><td>\n  A*\n  <\/td><td>\n  A\n  <\/td><td>\n  B\n  <\/td><\/tr><tr><td>\n  All Subjects\n  <\/td><td>\n  12\n  <\/td><td>\n  28\n  <\/td><td>\n  38\n  <\/td><\/tr><tr><td>\n  Biology\n  <\/td><td>\n  94\n  <\/td><td>\n  84\n  <\/td><td>\n  76\n  <\/td><\/tr><tr><td>\n  Business Studies\n  <\/td><td>\n  -7\n  <\/td><td>\n  -21\n  <\/td><td>\n  -37\n  <\/td><\/tr><tr><td>\n  Chemistry\n  <\/td><td>\n  -12\n  <\/td><td>\n  11\n  <\/td><td>\n  26\n  <\/td><\/tr><tr><td>\n  Computing\n  <\/td><td>\n  -83\n  <\/td><td>\n  -84\n  <\/td><td>\n  -84\n  <\/td><\/tr><tr><td>\n  Economics\n  <\/td><td>\n  -64\n  <\/td><td>\n  -67\n  <\/td><td>\n  -69\n  <\/td><\/tr><tr><td>\n  Geography\n  <\/td><td>\n  117\n  <\/td><td>\n  53\n  <\/td><td>\n  10\n  <\/td><\/tr><tr><td>\n  German\n  <\/td><td>\n  24\n  <\/td><td>\n  69\n  <\/td><td>\n  47\n  <\/td><\/tr><tr><td>\n  History\n  <\/td><td>\n  48\n  <\/td><td>\n  47\n  <\/td><td>\n  30\n  <\/td><\/tr><tr><td>\n  Maths\n  <\/td><td>\n  -51\n  <\/td><td>\n  -34\n  <\/td><td>\n  -31\n  <\/td><\/tr><tr><td>\n  Further Maths\n  <\/td><td>\n  -66\n  <\/td><td>\n  -60\n  <\/td><td>\n  -55\n  <\/td><\/tr><tr><td>\n  Music\n  <\/td><td>\n  -31\n  <\/td><td>\n  -6\n  <\/td><td>\n  5\n  <\/td><\/tr><tr><td>\n  Physics\n  <\/td><td>\n  -72\n  <\/td><td>\n  -69\n  <\/td><td>\n  -70\n  <\/td><\/tr><tr><td>\n  Political Studies\n  <\/td><td>\n  22\n  <\/td><td>\n  -2\n  <\/td><td>\n  -12\n  <\/td><\/tr><tr><td>\n  Spanish\n  <\/td><td>\n  104\n  <\/td><td>\n  103\n  <\/td><td>\n  91\n  <\/td><\/tr><tr><td>\n  Sports \/ PE\n  <\/td><td>\n  68\n  <\/td><td>\n  21\n  <\/td><td>\n  -22\n  <\/td><\/tr><tr><td>\n  Design &amp;\n  Technology\n  <\/td><td>\n  -75\n  <\/td><td>\n  -69\n  <\/td><td>\n  -56\n  <\/td><\/tr><tr><td>\n  Sociology\n  <\/td><td>\n  520\n  <\/td><td>\n  405\n  <\/td><td>\n  299\n  <\/td><\/tr><tr><td>\n  Religious Studies\n  <\/td><td>\n  146\n  <\/td><td>\n  171\n  <\/td><td>\n  159\n  <\/td><\/tr><tr><td>\n  Psychology\n  <\/td><td>\n  594\n  <\/td><td>\n  403\n  <\/td><td>\n  284\n  <\/td><\/tr><tr><td>\n  Law\n  <\/td><td>\n  161\n  <\/td><td>\n  189\n  <\/td><td>\n  96\n  <\/td><\/tr><tr><td>\n  French\n  <\/td><td>\n  128\n  <\/td><td>\n  126\n  <\/td><td>\n  132\n  <\/td><\/tr><tr><td>\n  English\n  <\/td><td>\n  178\n  <\/td><td>\n  221\n  <\/td><td>\n  203\n  <\/td><\/tr><tr><td>\n  English Literature\n  <\/td><td>\n  227\n  <\/td><td>\n  282\n  <\/td><td>\n  261\n  <\/td><\/tr><tr><td>\n  English Language\n  <\/td><td>\n  185\n  <\/td><td>\n  238\n  <\/td><td>\n  192\n  <\/td><\/tr><tr><td>\n  Art &amp; Design\n  <\/td><td>\n  290\n  <\/td><td>\n  298\n  <\/td><td>\n  378\n  <\/td><\/tr><tr><td>\n  Drama\n  <\/td><td>\n  280\n  <\/td><td>\n  258\n  <\/td><td>\n  167\n  <\/td><\/tr><\/tbody><\/table>\n\n\n\n<p><strong>Table 3: Percentages of candidates of same sex awarded\nstated grades<\/strong><\/p>\n\n\n\n<table class=\"wp-block-table\"><tbody><tr><td><\/td><td>\n  percentages of\n  those graded\n  <\/td><\/tr><tr><td><\/td><td>\n  A*\n  <\/td><td>\n  A\n  <\/td><td>\n  B\n  <\/td><\/tr><tr><td>\n  All Subjects\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  8.2\n  <\/td><td>\n  17.2\n  <\/td><td>\n  24.4\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.5\n  <\/td><td>\n  18\n  <\/td><td>\n  27.5\n  <\/td><\/tr><tr><td>\n  Biology\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  6.4\n  <\/td><td>\n  16.3\n  <\/td><td>\n  20.4\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.3\n  <\/td><td>\n  17.7\n  <\/td><td>\n  21.1\n  <\/td><\/tr><tr><td>\n  Business Studies\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  2.8\n  <\/td><td>\n  10.6\n  <\/td><td>\n  29.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  4\n  <\/td><td>\n  12.8\n  <\/td><td>\n  28.5\n  <\/td><\/tr><tr><td>\n  Chemistry\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  8.7\n  <\/td><td>\n  22\n  <\/td><td>\n  22.2\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  6.6\n  <\/td><td>\n  21.1\n  <\/td><td>\n  24\n  <\/td><\/tr><tr><td>\n  Computing\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  3.4\n  <\/td><td>\n  14.4\n  <\/td><td>\n  22.3\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  3.7\n  <\/td><td>\n  15\n  <\/td><td>\n  22.9\n  <\/td><\/tr><tr><td>\n  Economics\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  6.3\n  <\/td><td>\n  21.5\n  <\/td><td>\n  28.7\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.6\n  <\/td><td>\n  23.9\n  <\/td><td>\n  29.2\n  <\/td><\/tr><tr><td>\n  Geography\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  3.5\n  <\/td><td>\n  14.8\n  <\/td><td>\n  28.6\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.3\n  <\/td><td>\n  21.8\n  <\/td><td>\n  30.2\n  <\/td><\/tr><tr><td>\n  German\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  14.7\n  <\/td><td>\n  26.7\n  <\/td><td>\n  25.3\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  11.8\n  <\/td><td>\n  29.3\n  <\/td><td>\n  24.1\n  <\/td><\/tr><tr><td>\n  History\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  4.5\n  <\/td><td>\n  16.3\n  <\/td><td>\n  31.2\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  5.2\n  <\/td><td>\n  18.8\n  <\/td><td>\n  31.7\n  <\/td><\/tr><tr><td>\n  Maths\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  18.1\n  <\/td><td>\n  24\n  <\/td><td>\n  17.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  14\n  <\/td><td>\n  25.1\n  <\/td><td>\n  19.1\n  <\/td><\/tr><tr><td>\n  Further Maths\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  25.8\n  <\/td><td>\n  28.7\n  <\/td><td>\n  19.4\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  22.1\n  <\/td><td>\n  28.9\n  <\/td><td>\n  22\n  <\/td><\/tr><tr><td>\n  Music\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  5.2\n  <\/td><td>\n  15.2\n  <\/td><td>\n  25.7\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  3.7\n  <\/td><td>\n  14.7\n  <\/td><td>\n  28\n  <\/td><\/tr><tr><td>\n  Physics\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  8.8\n  <\/td><td>\n  18.8\n  <\/td><td>\n  22.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  8.5\n  <\/td><td>\n  20.2\n  <\/td><td>\n  22.8\n  <\/td><\/tr><tr><td>\n  Political Studies\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  5.9\n  <\/td><td>\n  18.8\n  <\/td><td>\n  30.6\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  7.7\n  <\/td><td>\n  19.7\n  <\/td><td>\n  28.7\n  <\/td><\/tr><tr><td>\n  Spanish\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  10.1\n  <\/td><td>\n  25.2\n  <\/td><td>\n  30.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  10.1\n  <\/td><td>\n  25.1\n  <\/td><td>\n  28.6\n  <\/td><\/tr><tr><td>\n  Sports \/ PE\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  2.5\n  <\/td><td>\n  8.8\n  <\/td><td>\n  24.8\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  6.1\n  <\/td><td>\n  15.4\n  <\/td><td>\n  28\n  <\/td><\/tr><tr><td>\n  Design &amp;\n  Technology\n  <\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  10.2\n  <\/td><td>\n  23\n  <\/td><td>\n  28.4\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  5.4\n  <\/td><td>\n  15.3\n  <\/td><td>\n  26.7\n  <\/td><\/tr><tr><td>\n  Sociology\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  2.9\n  <\/td><td>\n  9.8\n  <\/td><td>\n  25.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  5.3\n  <\/td><td>\n  14.6\n  <\/td><td>\n  30\n  <\/td><\/tr><tr><td>\n  Religious Studies\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  4.5\n  <\/td><td>\n  16.9\n  <\/td><td>\n  28.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  4.3\n  <\/td><td>\n  17.8\n  <\/td><td>\n  28.7\n  <\/td><\/tr><tr><td>\n  Psychology\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  2.1\n  <\/td><td>\n  8\n  <\/td><td>\n  21.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  5\n  <\/td><td>\n  13.8\n  <\/td><td>\n  28.3\n  <\/td><\/tr><tr><td>\n  Law\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  3.3\n  <\/td><td>\n  8.9\n  <\/td><td>\n  22.8\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  4.7\n  <\/td><td>\n  14\n  <\/td><td>\n  24.3\n  <\/td><\/tr><tr><td>\n  French\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  10.2\n  <\/td><td>\n  27.2\n  <\/td><td>\n  30.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  10\n  <\/td><td>\n  26.5\n  <\/td><td>\n  30.5\n  <\/td><\/tr><tr><td>\n  English\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  5.5\n  <\/td><td>\n  11.8\n  <\/td><td>\n  26.7\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  5.7\n  <\/td><td>\n  14.1\n  <\/td><td>\n  30.1\n  <\/td><\/tr><tr><td>\n  English Literature\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  9\n  <\/td><td>\n  14.3\n  <\/td><td>\n  28\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  8.5\n  <\/td><td>\n  15.8\n  <\/td><td>\n  29.2\n  <\/td><\/tr><tr><td>\n  English Language\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  1.7\n  <\/td><td>\n  7.7\n  <\/td><td>\n  28.1\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  1.9\n  <\/td><td>\n  10.2\n  <\/td><td>\n  32.1\n  <\/td><\/tr><tr><td>\n  Art &amp; Design\n  <\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  9.6\n  <\/td><td>\n  12.2\n  <\/td><td>\n  20.1\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  13\n  <\/td><td>\n  16.9\n  <\/td><td>\n  33.4\n  <\/td><\/tr><tr><td>\n  Drama\n  <\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>\n  Boys\n  <\/td><td>\n  3\n  <\/td><td>\n  10.5\n  <\/td><td>\n  30.5\n  <\/td><\/tr><tr><td>\n  Girls\n  <\/td><td>\n  4.8\n  <\/td><td>\n  15.8\n  <\/td><td>\n  34.2\n  <\/td><\/tr><\/tbody><\/table>\n\n\n\n<p>\n\n\n\n\n\na<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Headline finding: 5,446 more girls do maths A Level than boys do physics A level. ****************** I concentrate on the top grades, A*, A and B. Data is taken from Brian Stubbs site. Across all subjects, female A level candidates outnumbered male candidates by 22.1% (360,623 male cf 440,379 female, counting each subject separately). Across [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-3023","post","type-post","status-publish","format-standard","hentry","category-education"],"_links":{"self":[{"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/posts\/3023","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/empathygap.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3023"}],"version-history":[{"count":1,"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/posts\/3023\/revisions"}],"predecessor-version":[{"id":3029,"href":"http:\/\/empathygap.uk\/index.php?rest_route=\/wp\/v2\/posts\/3023\/revisions\/3029"}],"wp:attachment":[{"href":"http:\/\/empathygap.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3023"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/empathygap.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3023"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/empathygap.uk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3023"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}