A level Economics. Have you ever wondered who is actually choosing to study it, and how that’s changing?
Well, wonder no more. A recent report has been commissioned by the Bank of England and produced by Datalab. As a result, we have fresh insights into the trends shaping economics education in England over the past decade. It shows the subject growing in popularity but facing some stubborn challenges when it comes to diversity and access.
Take On Me: A level Economics Climbs the Education Charts
Economics is certainly having a moment, especially at A level. The subject’s popularity has surged. Figures from 2023 showing around one in every eight A level students now studying economics. That’s a significant cohort engaging with supply and demand, market structures, and global trade!
Encouragingly, there’s also evidence of some broadening access. More students from state schools are taking up the subject, where the increase has slightly outpaced other subjects. This suggests the doors to economic study are opening a little wider.
Under Pressure: Persistent Divides in Who Studies A level Economics
Despite the growth, the picture isn’t uniform. The Datalab report highlights some stark and persistent imbalances that raise important questions:
- A significant gender gap remains firmly in place. For the last ten years, male students have consistently made up around 70% of economics. Only a handful of subjects like Physics and Computer Science show a greater imbalance.
- Students identified as disadvantaged are less likely to study economics than their peers.
- Geography plays a massive role. In 2023, a staggering 43% of GCSE economics students were in London schools, versus just 1% in the North East. While less extreme at A level (29% vs 2%), London and the South East dominate.
- While state school numbers are rising, students from independent schools are still much more likely to take economics. 21% of independent A level students did so in 2023, compared to 11% from non-selective state schools.
- Participation also varies significantly by ethnicity. For instance, students from White British backgrounds are less likely than average to choose economics. While those from several Asian backgrounds (excluding Pakistani heritage) are more likely.
Don’t You (Forget About Me): Supporting the Next Wave of A level Economic Thinkers
Why do these trends matter? A diversity of perspectives is vital in economics. If the people studying and ultimately influencing economic policy predominantly come from similar backgrounds, are we missing crucial viewpoints? Are we potentially overlooking solutions that could benefit wider society?
At Cooper Education, we believe in fostering strong, inclusive education. Understanding these trends is the first step. For educators navigating this, particularly those just starting their careers, targeted support can make a real difference.
That’s why we’re running CPD opportunities like our upcoming webinar, Navigating Pearson Edexcel A level Economics A: Two-Part CPD Webinar. It’s designed specifically to help Early Career Teachers understand this context and develop practical, inclusive teaching strategies.
- What:Navigating Pearson Edexcel A level Economics A: Two-Part CPD Webinar
- When: Session 1: Wednesday, 2nd July 2025, 4pm – 5:30pm. Session 2: Wednesday, 17th September 2025, 4pm – 5:30pm.
- Where: Google Meet
- Trainer: Sam Schmitt
- Sign Up: https://www.tickettailor.com/events/coopereducation/1633314?
While this webinar focuses on supporting new teachers, the challenge of making economics representative is one we are committed to exploring further.
Stay tuned for more insights and resources from Cooper Education!
