peak achievements in A-level exams surpass previous records, showcased in periods unfettered by the pandemic.
A-Level Grades in 2025: Regional Disparities and Increased Maths Entries Persist
In 2025, the proportion of UK A-level entries awarded top grades (A or A*) has risen to 28.3%, marking a 0.5 percentage point increase from 2024 and a slight improvement from the pre-pandemic level in 2019. However, regional disparities and a gender divide in maths entries remain significant issues.
Pepe Di'Iasio, general secretary of the Association of School and College Leaders, has emphasised that big differences in attainment between regions reflect socio-economic factors, which represent a massive challenge. Jill Duffy, chairwoman of JCQ board of directors, has noted that regional inequalities are getting worse, with the gap at top grades (A*-A) growing again.
Scotland, with its different qualification system, has seen an increase in pass rates for National 5, Higher, and Advanced Higher exams compared to 2021. In contrast, in England, Wales, and Northern Ireland, the overall pass rate for A-level exams in 2025 is 97.5%, up from 2024 (97.2%) and similar to 2019 (97.6%). Education Secretary Bridget Phillipson has stated that these results show a normal year after the disruption from the Covid-19 pandemic, with students not having recent disruptions.
While overall top grades have increased, there is a widening regional gap in England between areas like London, which has the highest proportion of top grades (32.1% in 2024), and regions like the North-East (22.9%). This reflects persistent inequalities in educational outcomes linked to socioeconomic and demographic factors. Lee Elliot Major, professor of social mobility at the University of Exeter, has stated that the results expose an education system of entrenched regional divides, with London pulling far ahead of most regions in A-level results.
In terms of gender, there are still significantly fewer girls taking A-level maths compared to boys. Proportionally, there are fewer girls taking the subject than in 2019. In 2025, boys have outperformed girls in terms of top A-level grades for the first time in seven years. Chris Zarraga, director of Schools North East, has stated that the North East-London gap is not about school quality but deep-rooted structural inequalities.
The number of students accepted on to UK degree courses has risen to a record high in 2025. In England, 11,909 students received their T-level results in 2025, and 91.4% achieved at least a pass. The number of T-level entries has increased by 61.4% on 2024, while the number of A-level entries has fallen by 0.5% compared to 2024. More than 250,000 Level 3 VTQ results have been awarded to UK students by the JCQ this year.
Sir Ian Bauckham, chief regulator of Ofqual, has stated that the standard of work required to achieve grades has remained constant since 2023. However, the proportion of UK entries awarded the top A* grade in 2025 is 9.4%, a 0.1 percentage point increase from 2024 and higher than in 2019 (7.7%). The North East region in England is the only region to see a drop in the proportion of top A-level grades compared to 2024 and 2019.
In conclusion, while there has been an increase in top A-level grades in 2025, regional disparities and a gender divide in maths entries remain significant issues. The education system continues to struggle with entrenched regional divides, with London pulling far ahead of most regions in A-level results. The North East region, in particular, has seen a drop in the proportion of top A-level grades compared to previous years.
- Amidst the improvements in A-Level results, the Association of School and College Leaders highlights that regional disparities, especially in areas such as maths entries, still persist as a significant issue in education-and-self-development, reflecting socio-economic differences.
- General-news outlets report that even though the number of students accepted onto degree courses has risen, gender inequalities in mathematics remain a pressing matter, with proportionally fewer girls taking the subject compared to boys.
