A new Science and Engineering in Education data dashboard called SEEdash has been launched today, to provide new insights and ways of visualising STEM education qualification data to journalists and educators. Developed by the Royal Academy of Engineering with the Institute of Physics and the Gatsby Charitable Foundation, in association with SchoolDash, the new dashboard complements the successful SchoolDash online education data resource. SEEdash is focussed predominantly on science, engineering, technology and mathematics (STEM) data for schools in England but also includes information on non-STEM subjects for comparison.

SEEdash is a unique new tool for understanding STEM education data and attainment of 15-19 year olds in England. It uncovers correlations in data about STEM uptake, attainment and progression, allowing immediate comparison and overlay of data sets for different subjects and subject combinations, student characteristics, cohorts, geographical regions and school types between 2002 and 2016.

The new dashboard can enable rapid comparisons that were previously far more difficult to make, such as looking at the reasons behind the fall in numbers of students progressing from GCSE to A level Physics. Physics shows more attrition than Chemistry and (especially) Biology when students move from Key Stage 4 to 5: 

Looking separately at the figures for girls and boys suggests that this effect is overwhelmingly caused by girls' subject choices:

Girls’ sixth form science subject choices 2016

Boys’ sixth form science subject choices 2016

SchoolDash founder Dr Timo Hannay says: "SEEdash is a unique new tool that provides a quick and intuitive way to interrogate exam entry and results data by qualification, subject, school type, pupil type and geography. It will increase transparency, help to inform debates and avoid duplication of effort among analysts."

Dr Rhys Morgan, Director of Engineering and Education at the Royal Academy of Engineering, says: “SEEdash brings together a whole raft of interesting data that will help us to see where the gaps in our provision lie and assess more rigorously whether our ongoing work to build engineering skills for the future is really enabling social mobility and creating a more diverse and inclusive engineering workforce.”

Daniel Sandford Smith, Director of Science and Engineering Education at the Gatsby Foundation says: “The work of Gatsby and others who seek to address fundamental issues in STEM education - from gender disparity, to attainment in particular areas of the country - relies on the ability to unpick the data behind the headline numbers. SEEDash will be a vital tool for us in Gatsby and we hope that others will also find it useful in their work to improve the STEM outcomes of young people.”

Charles Tracy, Head of Education at the Institute of Physics, says: “Seedash allows anyone to interrogate the data quickly and visually.  We are already finding surprising results and new patterns that are informing our policy and activity.”

Timo Hannay illustrates the new system in a SchoolDash blog post today.

Notes for Editors

1.    SEEdash provides insights and tools for understanding STEM education data in England. Developed by the Royal Academy of Engineering, the Institute of Physics, and the Gatsby Foundation, in association with SchoolDash.

The SchoolDash platform provides maps, dashboards, statistics and analysis on schools in England and is aimed at parents, governors, teachers, pupils, policy-makers, journalists and anyone else interested in the achievements and activities of UK schools.

2.    Gatsby Charitable Foundation. The Gatsby Charitable Foundation was established by David Sainsbury in 1967 and acts as an enabler for projects, developing, overseeing and, in some cases, delivering activities across a small number of focus areas where we believe charitable funding can achieve significant impact.

A key ambition of Gatsby is to strengthen intermediate science, technology, engineering and mathematics (STEM) skills within the UK workforce. For further information please visit: www.gatsby.org.uk/education.

3.    The Institute of Physics is a leading scientific membership society working to advance physics for the benefit of all.  We have a worldwide membership from enthusiastic amateurs to those at the top of their fields in academia, business, education and government.

Alongside professional support for our members, we engage with policymakers and the public to increase awareness and understanding of the value that physics holds for all of us.  Our subsidiary company, IOP Publishing, is a world leader in scientific communications, publishing journals, magazines and websites globally.

4.    Royal Academy of Engineering. As the UK’s national academy for engineering, we bring together the most successful and talented engineers for a shared purpose: to advance and promote excellence in engineering. We provide analysis and policy support to promote the UK’s role as a great place to do business. We take a lead on engineering education and we invest in the UK’s world-class research base to underpin innovation. We work to improve public awareness and understanding of engineering. We are a national academy with a global outlook.

We have four strategic challenges:
- Make the UK the leading nation for engineering innovation
- Address the engineering skills crisis
- Position engineering at the heart of society
- Lead the profession

For more information please contact:

Jane Sutton at the Royal Academy of Engineering

T: 020 7766 0636

E: jane.sutton@raeng.org.uk