Demonstrating the wider value of science education through linked data research

The ADR Wales Education team has brought attention to the wider benefits of science education through the publication of their most recent analysis looking at the value of science education. The work showcases how collaborative, evidence-led research can challenge established assumptions and inform education policy discussions in Wales and beyond.

For many years, educational policy and post-16 progression pathways have placed significant emphasis on attainment in mathematics and English. These subjects are frequently used as key indicators of future academic success and are often central to decisions about further study opportunities.

However, the ADR Wales Education team recognised an important evidence gap: while science education is commonly viewed as a route into scientific careers, less is known about whether the skills developed through science learning support achievement across a broader range of academic subjects.

The team set out to explore whether success in GCSE science could be linked to educational outcomes beyond the traditional STEM pathway. Drawing on ADR Wales’ expertise in securely linking and analysing administrative data, the research team conducted a large-scale study involving more than 8,000 pupils. By linking educational records, the teams were able to examine the relationship between performance in GCSE science at age 15 and subsequent attainment across six popular post-16 subjects; Mathematics, Biology, Chemistry, Physics, History and English Literature.

The analysis enabled the team to move beyond assumptions and generate robust evidence about the predictive value of science achievement for later academic success.

While it was expected that strong GCSE science performance would be associated with success in science-based A-level subjects, the findings revealed a much broader impact. The team discovered that pupils who achieved highly in GCSE science were also more likely to attain stronger grades in humanities subjects, including history and English literature.

Perhaps most strikingly, the research found that:

• GCSE science was a stronger predictor of later achievement in history and English literature than GCSE mathematics.
• GCSE science predicted success in history more effectively than GCSE English or Welsh language.
• The relationship between science attainment and future achievement extended well beyond STEM disciplines.

These findings challenge conventional perceptions of science as a subject valued primarily for its technical or vocational relevance.

The research provides compelling evidence that science education may foster valuable transferable skills that support achievement across a wide range of disciplines. The findings raise important questions about how educational achievement is measured and valued. If science attainment serves as a powerful indicator of wider academic potential, there may be opportunities to reconsider how science qualifications are recognised within progression frameworks and educational policy. This work demonstrates the value of linked administrative data in generating new insights into educational outcomes and challenging established assumptions. By uncovering evidence of the broader benefits of science education, the ADR Wales Education team has contributed to a more nuanced understanding of student success and the skills needed for lifelong learning.