����Vlog

The divide in attainment between boys and girls at GCSE should be subject to an inquiry, according to an exams expert.

Professor Alan Smithers, director of the Centre for Education and Employment Research (CEER) at the University of Buckingham, said the differences in attainment are “so regular and persistent” that any inquiry into outcomes should consider the “unthinkable” prospect of “inherent” differences.

Professor Smithers’ comments come before students in England, Wales and Northern Ireland receive their GCSE results on Thursday.

The gender gap in GCSE results

In another report last year, Professor Smithers said boys’ talents are not being developed as “fully” as they could be, and he has called for an investigation into the many years “without success” in closing the gender gap.

In 2025 the gap between girls and boys for the top GCSE grades was at the narrowest this century.

Nearly a quarter of girls’ GCSE entries were awarded at least a grade 7 compared with less than a fifth of boys’ entries, leaving a 5.1 percentage point gap. This is the narrowest gap since at least 2000, the earliest year for which data is available.

“The sex differences in education achievement are so regular and persistent that they could be inherent differences; this should be taken on board in any inquiry,” Professor Smithers said.

In England, many students who do not secure at least a grade 4 in English or maths GCSEs are required to retake the subjects during post-16 education.

In his latest��, Professor Smithers says the results of this policy are “disastrous”.

New technical pathways

A Department for Education spokesperson said: “We want every young person to have the opportunity to succeed, whatever their gender or background, and wherever they live.

“Although girls do outperform boys at GCSE, boys do better at A level, and this varies by subject.”

The DfE spokesperson added: “As we set out [last month], we are reforming key stage 4 to give pupils a genuine choice between academic and technical pathways: from September 2028, technical subjects will be available to 14-year-olds, helping build the skilled workforce our economy needs.

“We recognise that delivering high-quality practical education requires the right teachers and facilities, and we will keep working with schools to get this right.”

For students to be provided with high-quality practical education at KS4, a “major overhaul” is required, according to Professor Smithers.

“The new Labour government under Andy Burnham has been musing out loud whether the 14-16 curriculum should place more emphasis on practical skills,” he said. “This is a very good idea, which I was arguing for 35 years ago.”

But Professor Smithers said that “schools are just not very good at providing the practical education that is needed, because they lack the specialist teachers, the equipment and can’t keep pace with developments”.

He added: “If the government wishes to rebalance the key stage 4 curriculum to encourage technical and vocational pathways, there is a strong case for a thorough review.”

��

��