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Increasing post-compulsory participation in science and science-related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio-economic status, and school science pathway on progression into post-16 traditional and vocational science courses in state funded schools in England. Comparisons are also made with progression into non-science subjects (history, mathematics and psychology). Multi-level statistical modelling is employed to provide independent estimates for all these effects, whilst also taking into account mathematics attainment at 16, and whether or not the 14-16 school also teaches to 18.The key findings of the descriptive analysis are that progression rates vary widely across post-16 sciences in terms of both gender and socio-economic status, but that other subjects too vary in these regards. Once prior attainment is accounted for, the gender differences across science and some other subjects largely remain but those due to socio-economic status are to some extent ameliorated. In terms of school science pathways, those students doing 'more' science at 14-16 are found to be

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Susan Harper writes about how a cross-cultural learning community can be formed where people from different cultures are not simply assimilated into a school science community but are seen and heard. This makes learning reciprocal and meaningful for both recent refugees and the dominant population. Although maybe not refugees, students from poorer backgrounds in many countries are less likely to choose science at a post-compulsory level. This article discusses some of the potential barriers that are faced by many of these students, that prevent them from participating in school science. It suggests how people involved in school science might address these issues to allow a smoother cultural border crossing between the students' cultures and school science culture by reducing the significance of the crossing.Keywords Inclusion Á Cultural capital Á Identity Á Border crossing Á Relevance In her article Keystone characteristics that support cultural resilience in Karen refugee parents, Susan Harper demonstrates the importance of a cross-cultural learning community, that includes parents, children and schools, for effective and embodied science learning for the whole school and wider community. This leads to a climate of shared learning where Karen culture is not assimilated into the dominant culture of (school) science but is articulated and heard, making learning reciprocal, and therefore meaningful

A recent government move to increase numbers of students taking post‐16 (post‐compulsory) mathematics in England saw 2930 students being awarded the first Core Maths (CM) qualifications in 2016, the number rising to 9027 in 2019. This paper uses qualitative data, from a study investigating the successes and challenges of these new qualifications in their initial period of implementation, to explore perspectives on how the new qualification is being positioned within the existing post‐16 curriculum structure. First‐ and second‐order effects of the policy are considered, particularly in relation to the dichotomy between CM and the longstanding, highly academic, A‐level Mathematics. Our findings reveal a positive regard for many aspects of CM. However, the systemic processes by which certain students are manoeuvred onto the CM course, and the resulting opportunities for progression of those students, could be interpreted as restrictive, despite the benefits for students of new opportunities for pursuing mathematics study.

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