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Professor Green and the Significance of A-Level Results
Personal Perspective: A Fair Chance Through Exams
Stephen Manderson—better known as Professor Green—emerged from London’s working-class environment to become a successful musician and public figure. Despite his evident talents, his school journey was shaped by systemic barriers. At age 11, a teacher encouraged him to apply to the elite St Paul’s School, but he refused, feeling he didn’t belong there—a striking example of poverty of aspiration that many bright state-school pupils experience..
For Green, A-levels—and particularly the fairness afforded by rigorous, standardized examination—represent a rare opportunity. Exams are one of the few spaces where students from diverse backgrounds confront the same challenges under equal conditions, without the cushioned support often available to wealthier students.
Why A-Levels Matter: Gateways to Opportunity
A-Levels are not just academic hurdles—they’re powerful instruments of social mobility. Despite criticism of their stress and narrow focus, they remain among the most unbiased ways to assess potential, especially for students who lack other forms of privilege . Moreover, research into earlier school exams—GCSEs—suggests that strong results can significantly impact later life outcomes, even when controlling for university qualifications. This is especially true for students from less advantaged backgrounds, for whom good exam performance can help offset structural inequality.
The 2025 Landscape: A-Level Results in Context
A-Level results in England for 2025 marked a return to stability after years of pandemic-related disruption. Top grades (A and A*) rose slightly to 28.3%, exceeding both the 2024 level (27.8%) and the pre-pandemic benchmark of 25.4%.
However, the gains obscure persistent disparities:
• Gender patterns shifted—boys slightly outperformed girls in top grades for the first time since 2018, possibly linked to higher representation in high-grade subjects like maths and computing.
• Regional inequality remains stark: London logged 32.1% A/A* achievement, while the North East recorded just 22.9%, a 9.2 percentage-point divide.
• STEM subjects surged in popularity, with maths leading the pack—driven by student interest in digital literacy and the promise of future opportunities.
These figures underscore both the continued value of A-levels and the urgent need for interventions that ensure all students—regardless of geography, gender, or socioeconomic status—can benefit equally.
Conclusion: A Shared Ideal
For Professor Green, the real worth of A-levels lies not in prestige, but in fairness—a reminder that when talent meets opportunity, lives can change. Yet the system must do more: sustained efforts to reduce regional and socioeconomic disparities, broaden access to rigorous subjects, and support underrepresented students are essential for education to remain a true engine of equality.
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Article written and configured by Christopher Stanley
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