Upper secondary pathways and progression to further study

Abstract

Upper secondary education is critical in preparing young people for further study. This paper explores how various upper-secondary education pathways influence students' progression to further study. Using linked English administrative data, we compare progression outcomes across a range of pathways, including the brand new T level hybrid vocational pathway and the increasingly popular mixed (academic and vocational) track. We consider progression across three dimensions – overall progression to further study, progression to high-quality further study and preparedness for further study. The results reveal substantial differences across pathways in the likelihood, type, quality and sustainability of progression opportunities.