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<p>The Department publishes data on the results of Key Stage 1 and Key Stage 2 assessments,
including in Mathematics and science, broken down by ethnicity, in the Key Stage 1
and Key Stage 2 statistics publications, available to view here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-1"
target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-1</a>
and here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2"
target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2</a>.
Key Stage 3 assessments are no longer carried out. With regard to Key Stage 4, the
Department does not publish statistics at this level which show the attainment in
science, technology, engineering or Mathematics (STEM) subjects versus all others
by ethnicity.</p><p>Data is routinely published on the achievement of STEM A level
subjects broken down by ethnicity and other student characteristics in the A level
and other 16 to 18 results statistical release, available to view here: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results"
target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results</a>.</p><p>The
Department commissioned research by Renaissance Learning and the Education Policy
Institute to understand pupils' progress over the course of the 2020/21 academic year.
The research uses assessments from Renaissance Learning which some schools use as
part of their usual formative assessment schedule. The research estimates education
lost by predicting what pupils would have scored in a normal year using their historic
results and compare that against their actual scores.</p><p>The Department has looked
at the results by Black pupils and pupils belonging to other ethnic groups, but there
is not a consistent picture of which ethnic groups have been worse affected across
phases, subjects, and time periods in the study. Small sample sizes make it difficult
to draw statistically significant conclusions about differences in impact between
ethnic groups based on this study.</p><p>The Department has invested over £3 billion
since June 2020 to support education recovery for children aged 2 to 19 in schools,
colleges, and early years. This will have a material impact in addressing lost education
and closing gaps that have emerged. As part of this, we have announced significant
investment in reforms which the evidence shows have the biggest impact on pupils'
progress: small group tuition and high quality teaching. For example, effective tutoring
has been shown to boost catch up education by much as 3 to 5 months at a time.</p><p>The
Department has committed to an ambitious, long-term education recovery plan and the
next stage will include a review of time spent in school and college and the impact
this could have on helping children and young people to catch up. The findings of
the review will be set out later in the year to inform the Spending Review.</p><p>Ensuring
that anyone, regardless of their background, has the opportunity to pursue a career
in a STEM occupation is a key priority for this Government. The Department has made
substantial spending commitments on Mathematics, digital, and technical education
to encourage more students into STEM, from primary school to higher education. The
demand for STEM skills is growing and improving take up of STEM subjects is vital
for the UK’s future economic needs and to drive up productivity.</p><p>The Department
is proud to have rolled out programmes such as the Advanced Maths Support Programme,
Stimulating Physics Network, Enthuse bursaries, Teaching for Mastery and Isaac Physics.
Together, these programmes will increase STEM support and uptake across all key stages,
enhancing the next generation’s mathematical and scientific skills on which the STEM
sector is underpinned.</p><p>Furthermore, programmes such as STEM Ambassadors, where
volunteers who are employed in STEM industries engage directly with young people,
help broaden pupils’ understanding of careers in science and engineering and how they
can apply their individual skills and interests to different opportunities.</p>
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