(2) how many science graduates entered the teaching profession in each year since 1997.
Data relating to all mathematics and science graduates entering the teaching profession are not held centrally.
The following tables show the number of mainstream final year postgraduate Initial Teacher (ITT) Trainees who have a first degree or a related degree in the subject of their ITT training and are known to have entered a teaching post six months after gaining Qualified Teacher Status (QTS) for trainees in:
(a) Mathematics
(b) Science
Number of final year mathematics ITT trainees known to enter a teaching post six months after gaining QTS First degree in mathematics First degree in mathematics related subject 1998/99 360 40 1999/2000 410 40 2000/01 390 30 2001/02 400 40 2002/03 420 280 2003/04 590 380 2004/05 610 370 2005/06 580 390 Source: TDA’s Performance Profiles
Number of final year science ITT trainees known to enter a teaching post six months after gaining QTS First degree in science First degree in science related subject 1998/99 870 270 1999/2000 910 260 2000/01 900 360 2001/02 970 440 2002/03 490 840 2003/04 550 1,060 2004/05 530 1,020 2005/06 570 1,190 Notes: 1. Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment based routes (EBR). 2. Figures are rounded to the nearest 10. 3. Data relating to the employment status of trainees through EBR are not currently collected. 4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to the subject of ITT training have been presented. 5. Performance profiles data are collected at the end of a trainees first year, therefore 2006/07 data are collected in autumn 2007 and will be published in July 2008. 6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in mathematics or science but are entering an ITT course which is not mathematics or science. 7. There are additional postgraduate trainees on mathematics and science ITT courses where the first degree is unknown, so there are potentially more mathematics and science graduates entering teaching posts. 8. Figures include trainees who enter maintained schools, non-maintained schools and schools where the sector is unknown. 9. Trainees known not to be employed in teaching posts six months after gaining QTS include those who are seeking a teaching post and those who are not seeking a teaching post and those with an unknown destination. 10. The above figures only cover those who are known to enter a teaching post six months after gaining QTS; therefore those who enter teaching after this will not be covered. This will also not include graduates who enter teaching who are not Newly Qualified Teachers. Source: TDA’s Performance Profiles
The following table shows the number of Mathematics graduates and the number of graduates with a degree relating to Mathematics who were entering postgraduate Initial Teacher Training (ITT) courses to qualify as a secondary school teacher in mathematics, through Mainstream ITT and Employment Based Routes (EBR), between 1998/99 and 2005/06
Year of entry Mainstream EBR Mainstream EBR 1998/99 470 — 60 — 1999/2000 570 — 70 — 2000/01 540 — 40 — 2001/02 550 — 60 — 2002/03 620 100 440 180 2003/04 790 190 560 200 2004/05 810 230 570 170 2005/06 800 250 580 140 Notes: 1. Mainstream includes Universities and other Higher Education institutions, SCITT and OU, but excludes employment based routes. 2. Figures are rounded to the nearest 10. 3. Data relating to postgraduates first degree was not collected prior to 2002/03 for trainees entering ITT through EBR. 4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to mathematics have been presented. 5. Performance profiles data is collected at the end of a trainees first year, therefore 2006/07 data is collected in autumn 2007 and will be published in July 2008. 6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in mathematics but are entering an ITT course which is not mathematics. 7. There are additional postgraduate trainees where the first degree is unknown. Source: TDA’s Performance Profiles
The following table shows the Qualified Teacher Status (QTS) outcome for science graduates and graduates with a degree relating to science who were Initial Teacher Training (ITT) postgraduate final year trainees in science between 1998/99 and 2005/06, through Mainstream ITT and Employment Based Routes (EBR).
Route to ITT Total number final year of trainees Number of final year trainees gaining QTS Total number final year of trainees Number of final year trainees gaining QTS 1999/98 Mainstream 1,250 1,070 400 340 EBR — — — — 1999/2000 Mainstream 1,320 1,110 370 300 EBR — — — — 2000/01 Mainstream 1,230 1,060 500 420 EBR — — — — 2001/02 Mainstream 1,310 1,120 570 490 EBR — — — — 2002/03 Mainstream 710 630 1,180 1,030 EBR 180 160 220 200 2003/04 Mainstream 790 680 1,520 1,280 EBR 200 170 250 220 2004/05 Mainstream 750 620 1,450 1,200 EBR 30 30 560 520 2005/06 Mainstream 750 660 1,720 1,430 EBR 110 100 510 440 Notes: 1. Mainstream includes Universities and other Higher Education institutions, SCITT and OU, but excludes employment based routes. 2. Figures are rounded to the nearest 10. * represents values which round to under 10 3. Data relating to postgraduates first degree was not collected prior to 2002/03 for trainees entering ITT through EBR 4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to science have been presented. 5. Performance profiles data is collected at the end of a trainees first year, therefore 2006/07 data is collected in autumn 2007 and will be published in July 2008. 6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in science but are entering an ITT course which is not science. 7. There are additional postgraduate trainees on science ITT courses where the first degree is unknown, so there are potentially more science graduates gaining QTS in science ITT. 8. Trainees who have not gained QTS include final year trainees who are yet to complete their course, those with withheld QTS (including those where their skills test was not met, their standards were not met and where both their standards and skills test were not met) and those where the skill test has not been taken (include those whose standards were met and those whose standards were not met). Source: TDA's Performance Profiles