The gender gap in university admissions is apparent from as young as 13, according to a report from the Sutton Trust.

According to analysis conducted by School Dash, schools with a large number of caucasian immigrant children from the European Union outperform those without.

Numeracy rates among pupils in Scotland have dropped over the past two years, according to the latest figures from the Scottish government.

Exams regulator Ofqual has warned that there is an increasing number of scams taking place in schools by individuals posing as exams officers in order to obtain unseen test papers.

Exam regulator Ofqual has confirmed changes to the marking review and appeals system.

The National Association of Head Teachers (NAHT) as called on Education Secretary Nicky Morgan to hold off on the publication of any 2016 primary schools test data.

A report conducted by Cambridge University has called on the government to rethink its approach to language learning.

The Association of Colleges (AoC) has said that new harder GCSEs could be off-putting for many further educations (FE) learners.

According to a review carried out by the Scottish government, new qualifications in the country have resulted in a significant amount of pressure on teachers and pupils.

According to ChildLine’s Welsh branch, the number of crisis calls from teenagers has risen as GCSE and A-Level exams are nearing.

The Society of Authors has issued a statement to the government warning that the current testing regime is undermining children’s ‘pleasure in writing’ and their powers of ‘creativity and self-expression’.

A grammar, punctuation and spelling test which was set to be taken by 600,000 children in Year 6, has been accidentally published online.

Primary teachers have raised concerns after school children were left upset after taking ‘one of hardest’ tests yet to be seen in the Key Stage 2 qualification.

Fears have surfaced that a GCSE exam in Computing has been ‘blatantly compromised’.

According to TES Global research, teachers believe that smaller class sizes are more effective than staff pay rises at improving learning.

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