Is the English Baccalaureate the most appropriate academic core? Subject choice and attainment at GCSE and A-level

Oct 20, 2026

The English Baccalaureate (EBacc) was introduced to encourage uptake of a defined set of academic subjects intended to improve young people’s prospects, but it has been criticised for inadequately serving pupils across ability levels and for imposing stringent qualifications on less academically inclined learners. Using matched pupils’ GCSE choices and grades (2009) and A-level outcomes (2011), the study examines relationships between EBacc subject participation and attainment, finding a positive association that persists even after accounting for prior attainment and differences in school type and gender. The analysis also discusses possible explanations for an “EBacc effect”.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Summary

Introduction

The English Baccalaureate

EBacc as a school performance measure

Evidence on post-16 participation

Centre for Education Research and Policy Is the English Baccalaureate the most appropriate academic core? Subject choice and attainment at GCSE and A-level Stuart Cadwallader Summary The English Baccalaureate (EBacc) was introduced to encourage the uptake of a set of academic subjects which the government believe will improve the prospects of young people from all backgrounds (Department for Education, 2010) . It has been criticised for not adequately serving pupils of all ability levels and for pushing stringently academic qualifications on those who are not academically inclined (House of Commons Education Committee, 2011) . For the current study, pupils’GCSE choices and grades from 2009 were matched to their A-level choices and grades from 2011 in order to explore the relationship between taking EBacc subjects and attainment at GCSE and A-level. The findings suggest that those who studied the EBacc subjects at GCSE had better prior attainment than those who did not. However, even when this relationship was accounted for (along with differences in school type and gender), those who took the EBacc subjects appeared to slightly outperform those who did not in terms of their average GCSE grade. This effect also appeared at A-level, though it was less prominent. The analysis cannot establish the reason for this ‘EBacc effect’due to a number of confounding factors. However, possible explanations for the finding, in the context of subject choice and exam performance, are discussed. Introduction The English Baccalaureate The English Baccalaureate (EBacc) is a school performance measure that was introduced by the Department for Education (DfE) in November 2010 as part of a drive to provide all pupils, regardless of their background, with access to a broad and robust academic curriculum (Department for Education, 2010) . For a pupil to achieve the EBacc they require A*-C grades at GCSE in the following subjects: Maths, English, Science1 , a modern or ancient foreign language and either History or Geography. These subjects constitute an‘academic core’of six or seven GCSEs (depending on choices for Science) which the government would like all pupils to have access to. The selection of these particular subjects is informed by what the Russell Group of universities have defined as ‘facilitating’ subjects at A-level-subjects that are recommended for pupils who want to keep their options open and to undergo rigorous preparation for higher education (Russell Group, 2011) . Concerns about the declining number of pupils taking GCSEsin languages, History and Geography also informed the rationale for introducing the EBacc (DfE, 2010, p. 44) . The percentage of pupils within a given school who achieve the EBacc is published in the school performance table. Though the EBacc has been established as a performance measure 1 Either a‘double award’ or at least two passes from entry into all three individual science subjects: Physics, Chemistry and Biology. From 2014 Computer Science will also be included as an eligible science subject (with pupils requiring two passes from entry in at least three subjects) . [www.cerp.org.uk](www.cerp.org.uk) Copyright © 2013 AQA Education and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723) . Our registered address is AQA, Devas Street, Manchester M15 6EX. it is not an accountability measure (the DfE does not stipulate a pass rate that schools are expected to meet) . In England, pupils in maintained schools must take GCSEs in Maths, English and Science but can choose their other subjects (usually a further six to eight GCSEs or alternative qualifications), based on what is offered by their school. The government hopes that the introduction of the EBacc will encourage schools to offer more EBacc subjects and to steer their pupils towards them. This would also add

FAQs

What is the English Baccalaureate (EBacc) intended to achieve?

The EBacc was introduced to encourage pupils to take a set of academic subjects so they have access to a broad and robust academic curriculum, improving prospects regardless of background.

Which GCSE subjects are required to achieve the EBacc?

To achieve the EBacc, pupils need A*-C grades at GCSE in Maths, English, Science, a modern or ancient foreign language, and either History or Geography.

How does the study assess the impact of taking EBacc subjects on attainment?

Pupils’ GCSE choices and grades from 2009 are matched to their A-level choices and grades from 2011 to explore the relationship between taking EBacc subjects and subsequent attainment.

Oct 20, 2026

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