Attainment Reporting Series 2024: Double Entry Patterns
Contents
Introduction
This report is a summary of double entries in the 2024 examination diet following the completion of appeals and other post-certification procedures. A double entry is where a candidate has been entered for two like courses at the same level (e.g. National 5) in a single examination diet. This report explores the entry and attainment profiles of candidates and considers the impact of double presentation over the six-year period from 2019 to 2024. It is important to note that these years covered the COVID-19 pandemic and were atypical in a number of ways. It is unclear to what extent entry patterns were influenced by the particular circumstances of the global pandemic, but these factors should be carefully considered when reading the contents of this report.
As part of the Evaluation of the 2023 Approach to the Assessment of Graded National Courses, the performance of National 5 Mathematics was evaluated and included a deeper investigation into the double entries between Mathematics and Applications of Mathematics.
During awarding of National Qualifications in 2024 it was noted that other subjects may require additional analysis into double entry with like subjects. This report expands on the Mathematics and Applications of Mathematics investigation from the previous year.
Approach to awarding prior to 2020
Prior to 2020, the Scottish examination system had been in a period of change since the introduction of the Curriculum for Excellence (CfE). The introduction of Revised National Qualification (RNQ) made changes to the assessment of National 5 courses in 2018, Higher courses in 2019, and Advanced Higher courses in 2020. Units and unit assessments were removed and each course assessment was adjusted accordingly.
Approach to awarding 2020 to 2024
In 2020, the Deputy First Minister directed SQA to issue grades primarily on the basis of teacher estimates. Grades that had been adjusted upwards in an earlier moderation process were also retained. The moderation process used in 2020 is described in detail in the methodology report for 2020.
In 2021, the Scottish Government commissioned SQA to develop an Alternative Certification Model (ACM 2021) for National 5, Higher and Advanced Higher. This model was developed by the National Qualifications 2021 Group, which included representatives from by the Association of Directors of Education in Scotland (ADES), Colleges Scotland, Education Scotland, the Educational Institute of Scotland (EIS), School Leaders Scotland (SLS), the Scottish Council of Independent Schools (SCIS), the Scottish Qualifications Authority (SQA), the Scottish Government, National Parent Forum of Scotland, and the Scottish Youth Parliament (SYP). The model is based on teacher judgement, supported by assessment resources and quality assurance. The approach to certification adopted by SQA in 2021 is described in detail in the methodology report for 2021.
In 2022, SQA worked with partners across the education sector, including teachers, lecturers, learners, parents and carers, throughout the year to agree the wide-ranging package of support that was put in place to enable learners to demonstrate what they know, understand and can do, despite the disruption to learning caused by the COVID-19 pandemic. SQA implemented various modifications and revision support to reduce the assessment requirements for courses and increase learning and teaching time. Further details about the approach to awarding in 2022 can be found in the methodology report.
In 2023, awarding operated using the established procedure as far as possible to evaluate the performance of the course assessment, but with consideration given to the following factors:
- Impact of reducing legacy of disruption to teaching and learning caused by the pandemic.
- Impact of modifications to course assessment.
- Impact of the removal of revision support.
Awarding decisions were therefore ‘sensitive’ to these factors, ensuring that grade boundary decisions recognised that performance continued to be impacted. This was informed by the full range of qualitative and quantitative data used during awarding, with additional data from 2021–22 on the impact of modifications. Further details about the approach to awarding in 2023 can be found in the methodology report.
In 2024, awarding used the well-established pre-pandemic procedures to evaluate the performance of the course assessment and, where appropriate, considered the impact of changes to assessment brought about by the return to full course assessment for many courses. These changes to assessment included removing optionality in some question papers reintroducing:
- Coursework components (projects, assignments, dissertations).
- Optional content into question papers.
- Course content examined in question papers.
- An exam component.
Further details about the approach to awarding in 2024 can be found in the methodology report.
Source of data
Attainment statistics
National Qualification data is collected at the beginning of November following the completion of appeals and other post-certification procedures. The data is collected at around the same time each year to aid year-on-year comparisons.
National Progression Award data have been collected on a monthly basis for the period between 1 August YYYY and 31 July YYYY+1 (e.g. 1 August 2023 and 31 July 2024). This data has been collected on the first working day of each month.
Confidentiality and rounding
Percentages, percentage changes, and percentage point (pp) changes are calculated using figures prior to rounding. Percentages with a value greater than zero and less than 0.05% are marked up with the shorthand [low]. Values are calculated using figures prior to rounding; the sum of rounded figures may differ from the total reported. Where not applicable is relevant, any cells containing are marked up with the shorthand [z].
Full cohort attainment patterns can be found in the Attainment Statistical Summary published on the SQA website.
Double entry overview
In selecting subjects and levels for this analysis, internal guidance was sought to ensure appropriate like subjects were being compared. Table 1 highlights these subjects and the volume of double entries at each level. Further investigation shows that the highest volume of double entries comes from Mathematics and Applications of Mathematics at National 5, so this will be the primary focus of this report. However, analysis of all combinations where the double entry count exceeds 500 is included at the end of this report
| Entry combination | National 5 / SCQF5 | Higher / SCQF6 | Advanced Higher / SCQF7 |
|---|---|---|---|
| Mathematics & Applications of Mathematics | 7,835 | 105 | [z] |
| Gàidhlig & Gaelic (Learners) | 0 | 0 | 0 |
| English & English for Speakers of Other Languages | 150 | 220 | [z] |
| Biology & Human Biology | [z] | 10 | [z] |
| Art and Design (Expressive) & Art and Design (Design) | [z] | [z] | 30 |
| Design and Manufacture & Graphic Communication | 675 | 275 | 10 |
| Design and Manufacture & Art and Design: Design | [z] | [z] | 5 |
| Music & Music Technology | 365 | 255 | 25 |
| Music & Music: Portfolio | [z] | [z] | 0 |
| Music Technology & Music: Portfolio | [z] | [z] | 0 |
| Physical Education & Sports Development NPA | [z] | 285 | [z] |
Mathematics & Applications of Mathematics double entry
Entry overview
The uptake of National 5 Mathematics has slowly declined since 2019 from 41,585 entries to 36,690 in 2024. However, Applications of Mathematics (AoM) has increased more than five-fold from 4,460 entries in 2019, up to 24,290 in 2024. With the total number of National 5 candidates remaining stable over recent years (around 82,000), this significant rise in AoM entries is coupled with a less substantial drop in entries at National 5 Mathematics, suggesting that candidates may be entered for both courses in the same academic year.
There are several rationales why candidates may be entered for both Mathematics and AoM and this report provides evidence of a changing cohort. These candidates have the potential to affect the attainment rates if the number of double entries is high.
| Entry type | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| Double entry | 1,135 | 4,015 | 2,945 | 4,010 | 6,220 | 7,835 |
| Single entry (Mathematics) | 40,450 | 37,270 | 33,560 | 34,305 | 31,345 | 28,855 |
| Single entry (AoM) | 3,325 | 6,415 | 7,815 | 10,305 | 12,805 | 16,455 |
In 2019, there were 1,135 double entries, this has increased to 7,835 in 2024. Proportionally, this demonstrates a jump from 2.7% to 21.4% of the total Mathematics cohort. However, for the total AoM cohort, this proportion has risen only slightly in comparison, from 25.5% to 32.3%. This highlights that double entry in this case is growing in line with the general popularity of AoM.
Entry overview graphs
Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.
| Entry type | Subject | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|---|
| Double entry | Mathematics | 2.7% | 9.7% | 8.1% | 10.5% | 16.6% | 21.4% |
| Single entry | Mathematics | 97.3% | 90.3% | 91.9% | 89.5% | 83.4% | 78.6% |
| Double entry | AoM | 25.5% | 38.5% | 27.4% | 28.0% | 32.7% | 32.3% |
| Single entry | AoM | 74.5% | 61.5% | 72.6% | 72.0% | 67.3% | 67.7% |
Attainment overview
Attainment rates
A attainment
Double entry candidates consistently achieve a higher proportion of A grades compared to their single entry counterparts. In 2024, 51.9% of candidates who were double entered to both Mathematics and AoM achieved an A grade - an increase of 15.2 percentage points (pp) compared to those single entered to Mathematics in the same year (36.7%). This attainment difference is consistent across the reporting period: 15.6 pp in 2023; 19.3 pp in 2022; 14.2 pp in 2021; 17.5 pp in 2020 and 16.2 pp in 2019.
Similarly, the A grade attainment difference between double entry candidates and those single entered to AoM in the same year is also consistent across the reporting period: 41.1 pp in 2024; 29.9 pp in 2023; 42.5 pp in 2022; 38.2 pp in 2021; 39.5 pp in 2020 and 34.7 pp in 2019.
A attainment graphs
Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.
A to C attainment
A similar pattern is observed for the attainment of A to C grades, whereby double entry candidates have a higher attainment rate compared to single entry candidates. In 2024, double entry candidates achieved an A to C attainment rate of 77.4%, which is an increase of 11.7 pp compared to those single entered to Mathematics in the same year (65.8%). Again, this attainment difference is consistent across the reporting period: 17.1 pp in 2023; 15.9 pp in 2022; 9.1 pp in 2021; 9.4 pp in 2020 and 11.7 pp in 2019.
Similarly, the A to C grade attainment difference between double entry candidates and those single entered to AoM in the same year is also consistent across the reporting period: 30.8 pp in 2024; 27.9 pp in 2023; 29.5 pp in 2022; 26.7 pp in 2021; 23.2 pp in 2020 and 28.2 pp in 2019.
The higher A and A to C attainment rates for double entered candidates suggest there is a difference in the cohort or ability of those being entered to both courses compared to those single entered only to Mathematics.
A to C attainment graphs
Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.
| Entry type | Grade(s) | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|---|
| Mathematics single entry | A | 30.5% | 35.1% | 36.7% | 35.2% | 25.9% | 36.7% |
| AoM single entry | A | 12.0% | 13.1% | 12.7% | 12.0% | 11.6% | 10.8% |
| Double entry | A | 46.7% | 52.6% | 50.9% | 54.5% | 41.5% | 51.9% |
| Mathematics single entry | A to C | 65.2% | 78.3% | 72.3% | 68.7% | 59.7% | 65.8% |
| AoM single entry | A to C | 48.7% | 64.5% | 54.7% | 55.0% | 48.9% | 46.7% |
| Double entry | A to C | 76.9% | 87.7% | 81.4% | 84.5% | 76.8% | 77.4% |
Attainment by grade
Observing individual grade attainment of double and single entered candidates provides a more detailed picture of these cohorts and their overarching abilities. As mentioned above, double entry candidates consistently achieve a higher proportion of A grades compared to their single entered counterparts, with over 50% of double entry candidates attaining an A grade. Perhaps unsurprisingly given the large proportion of the double cohort attaining an A grade, at a C grade and below the proportion of double entry candidates drops significantly compared to both single entry cohorts.
A summary of the difference in grade attainment between the double and single Mathematics cohorts in 2024 is as follows: double entry increase of 15.2 pp at grade A; double entry decrease of 0.1 pp at grade B; double entry decrease of 3.4 pp at grade C; double entry decrease of 3.7 pp at grade D; double entry decrease of 7.9 pp for No Award.
A summary of the difference in grade attainment between the double and single Applications of Mathematics cohorts in 2024 is as follows: double entry increase of 41.1 pp at grade A; double entry increase of 0.5 pp at grade B; double entry decrease of 10.9 pp at grade C; double entry decrease of 11.5 pp at grade D; double entry decrease of 19.2 pp for No Award.
Attainment by grade graphs
| Entry type | Grade | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|---|
| Double entry | A | 46.7% | 52.6% | 50.9% | 54.5% | 41.5% | 51.9% |
| Mathematics single entry | A | 30.5% | 35.1% | 36.7% | 35.2% | 25.9% | 36.7% |
| AoM single entry | A | 12.0% | 13.1% | 12.7% | 12.0% | 11.6% | 10.8% |
| Double entry | B | 17.8% | 17.7% | 15.6% | 18.1% | 19.5% | 15.4% |
| Mathematics single entry | B | 18.1% | 20.4% | 16.4% | 17.9% | 15.7% | 15.4% |
| AoM single entry | B | 15.6% | 19.1% | 15.6% | 20.2% | 16.0% | 14.8% |
| Double entry | C | 12.4% | 17.4% | 14.9% | 12.0% | 15.8% | 10.2% |
| Mathematics single entry | C | 16.7% | 22.8% | 19.2% | 15.5% | 18.2% | 13.6% |
| AoM single entry | C | 21.1% | 32.2% | 26.5% | 22.8% | 21.3% | 21.1% |
| Double entry | D | 10.4% | 7.1% | 9.8% | 8.7% | 12.8% | 9.1% |
| Mathematics single entry | D | 14.7% | 10.3% | 11.2% | 14.3% | 18.6% | 12.8% |
| AoM single entry | D | 22.5% | 17.0% | 20.2% | 22.2% | 22.2% | 20.6% |
| Double entry | No Award | 12.7% | 5.2% | 8.8% | 6.8% | 10.4% | 13.5% |
| Mathematics single entry | No Award | 20.0% | 11.5% | 16.5% | 17.0% | 21.7% | 21.4% |
| AoM single entry | No Award | 28.8% | 18.6% | 25.1% | 22.8% | 28.9% | 32.7% |
Attainment across both Mathematics and Applications of Mathematics
This double entry cohort presents a unique opportunity to map candidates’ performance across both courses, highlighting the similarity or difference in attainment of National 5 Applications of Mathematics to the Mathematics course. Notably, of the 7,835 candidates double entered, 45.4% attained an A in both courses, 74.4% attained an A to C in both courses, and a total of 89.5% attained an A to C in at least one of the two courses.
Interestingly, of those 820 candidates who did not attain an A to C in either Mathematics or Applications of Mathematics, 355 were also dual entered to either Mathematics or Applications of Mathematics at National 4 with 335 of those attaining a pass at National 4.
Double entry by centre type
Across the years studied, double entries primarily come from local authority centre types. In 2024, 98.3% of double entries were from local authority centres - a decrease from 98.5% in 2023 and an increase from 94.5% in 2019. A double entry candidate’s assigned centre is allocated from their Mathematics entry.
| Centre type | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| FE college | 0.2% | 0.0% | 0.0% | 0.0% | [low] | [low] |
| Independent | 5.2% | 1.0% | 1.5% | 1.1% | 1.5% | 1.7% |
| Local authority | 94.5% | 99.0% | 98.5% | 98.9% | 98.5% | 98.3% |
| Other | 0.1% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
While not presented here to prevent disclosure of individual local authorities, the double entry proportion for each local authority ranges vastly across Scotland. In 2024, a range of double entries, from 0.0% to 60.4% was noted, highlighting the variability to double entry approaches across the country.
Course selection
Course count
When discussing double entry to Mathematics and Applications of Mathematics at National 5, one aspect that is often discussed is whether candidates are taking both subjects as part of course choices or if it is deemed an ‘extra’ subject over and above the standard choices that candidates make for National 5. While this information is not held by SQA, we can determine patterns of the double and single entry cohorts.
In the tables below, the majority of double entry candidates are entered for 7 or 8 National 5 courses, this is a shift up from Mathematics single entry candidates where the majority are entered for 6 or 7 National 5 courses (when not including a single National 5 entry only). This suggests that candidates entered to both Mathematics and Applications of Mathematics are double entered as an extra subject as opposed to replacing one of their core learning subjects.
Of those candidates double entered, 49.8% are entered for eight National 5 courses. This is significantly higher than the proportion of those single entered to Mathematics only, where only 11.0% of candidates are entered for eight subjects.
| Number of National 5 entries | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| 2 | 25 | 150 | 60 | 75 | 65 | 150 |
| 3 | 20 | 100 | 35 | 75 | 50 | 70 |
| 4 | 20 | 95 | 40 | 50 | 60 | 75 |
| 5 | 40 | 135 | 95 | 115 | 130 | 165 |
| 6 | 100 | 450 | 335 | 355 | 500 | 585 |
| 7 | 530 | 1,785 | 1,375 | 1,565 | 2,135 | 2,485 |
| 8 | 315 | 1,215 | 935 | 1,630 | 2,900 | 3,900 |
| 9 | 90 | 80 | 75 | 140 | 350 | 365 |
| 10 | [c] | [c] | [c] | [c] | 30 | 35 |
| 11 | 0 | 0 | 0 | 0 | [c] | 0 |
| Number of National 5 entries | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| 1 | 7,670 | 7,125 | 6,070 | 6,230 | 5,320 | 5,405 |
| 2 | 4,025 | 3,960 | 2,900 | 3,040 | 2,690 | 2,585 |
| 3 | 2,580 | 2,255 | 1,655 | 1,575 | 1,505 | 1,245 |
| 4 | 1,805 | 1,610 | 1,195 | 1,140 | 1,090 | 880 |
| 5 | 2,825 | 2,535 | 2,140 | 2,210 | 2,040 | 1,560 |
| 6 | 9,760 | 7,995 | 7,030 | 6,995 | 6,070 | 5,105 |
| 7 | 8,185 | 8,370 | 9,105 | 9,350 | 8,840 | 8,345 |
| 8 | 3,105 | 2,930 | 3,020 | 3,280 | 3,275 | 3,160 |
| 9 | 475 | 460 | 420 | 455 | 465 | 530 |
| 10 | 25 | 30 | 30 | 25 | 40 | 45 |
| 11 | 0 | [c] | [c] | [c] | [c] | 0 |
Course attainment
Knowing that candidates tend to take Applications of Mathematics as an additional subject, the extent of any impact that has on candidates average attainment is explored further. The average performance (as a band, not grade) is calculated - as an overall and for all other subjects (not including Mathematics and Applications of Mathematics) for both the double and single entry cohorts. Notably the cohorts are significantly different sizes and are not necessarily of equal ‘strength’ as the double entry cohort are higher attaining as demonstrated by their A and A to C attainment rates.
When examining all courses double entry candidates are entered for (including Mathematics and Applications of Mathematics), the mean band attained in 2024 was 3.3. This is, on average, a band higher than single entered candidates who have a mean band of 4.2 (including Mathematics result). However, both of these mean bands correspond to a grade B.
To explore any impact of double entry on the overall average performance, all Mathematics and Applications of Mathematics results are removed from candidates’ mean band calculations. This is shown in the ‘all other courses’ mean band in Table 8, which in 2024 was 3.1. This is on average a slightly lower attainment than single entered candidates who have a mean band of 2.9. These mean bands however both correspond to a grade B.
In fact, there is no instance in the six-year reporting period where the double entry candidates achieve a higher mean band in their other subjects when compared to single entry candidates and at most the difference fluctuates between 0.0 and 0.2 over the reporting period.
However, what is not clear is whether the result attained by the double entry cohort is a direct result of being double entered, as it is clear that the double cohort have strong mathematics skills as demonstrated by their high A and A to C attainment rates.
| Entry type | Mean calculation | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|---|
| Double entry | All courses | 3.4 | 3.0 | 2.9 | 3.0 | 3.2 | 3.3 |
| Mathematics single entry | All courses | 4.3 | 3.8 | 3.8 | 4.0 | 4.2 | 4.2 |
| Double entry | All other courses | 3.3 | 2.8 | 2.6 | 2.8 | 3.0 | 3.1 |
| Mathematics single entry | All other courses | 3.1 | 2.7 | 2.5 | 2.8 | 2.9 | 2.9 |
Additional double entry subjects
From Table 1, only subjects where a double entry count greater than 500 candidates are summarised in the following section. The summary tables highlight double entry counts, the proportion of double entries compared with both courses, attainment rates for all 3 cohorts (double, and two single) and centre type proportions to highlight where double entry candidates are being entered from.
Design and Manufacture & Graphic Communication
National 5
In 2024, there were 675 double entries to both Design and Manufacture & Graphic Communication at National 5, this number has been gradually decreasing since 2019 where the number of double entries was 840. Proportionally, in 2024 this correlates to 16.4% of the Design and Manufacture cohort and 13.0% of the Graphic Communication cohort.
The A attainment of the double entry cohort in 2024 was 35.0%, this compares to 25.6% for the single entry Design & Manufacture cohort and 17.0% for the single entry Graphic Communication cohort.
The A to C attainment of the double entry cohort in 2024 was 84.6%, this compares to 72.7% for the single entry Design & Manufacture cohort and 63.9% for the single entry Graphic Communication cohort.
| Year | Double entry counts | Double entry (% of D&M) | Double entry (% of Graphic Comm.) | Double entry A | D&M single entry A | Graphic Comm. single entry A | Double entry A to C | D&M single entry A to C | Graphic Comm. single entry A to C |
|---|---|---|---|---|---|---|---|---|---|
| 2019 | 840 | 18.7% | 15.5% | 21.3% | 17.4% | 22.6% | 77.7% | 69.0% | 72.1% |
| 2020 | 805 | 17.5% | 15.4% | 38.5% | 26.5% | 34.7% | 94.3% | 89.8% | 92.0% |
| 2021 | 740 | 16.5% | 14.8% | 40.7% | 32.3% | 39.3% | 92.0% | 85.3% | 86.9% |
| 2022 | 725 | 16.4% | 14.7% | 32.2% | 23.7% | 28.2% | 87.9% | 79.9% | 76.7% |
| 2023 | 680 | 16.0% | 13.2% | 28.7% | 22.1% | 27.8% | 85.8% | 75.2% | 73.4% |
| 2024 | 675 | 16.4% | 13.0% | 35.0% | 25.6% | 17.0% | 84.6% | 72.7% | 63.9% |
Centre type
Across the years studied, double entries primarily come from local authority centre types. In 2024, 98.4% of double entries were from local authority centres, and 1.6% were from independent centres. A double entry candidate’s assigned centre is allocated from their Design & Manufacture entry.
| Centre Type | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| Independent | 1.0% | 2.2% | 1.1% | 2.6% | 2.5% | 1.6% |
| Local authority | 99.0% | 97.8% | 98.9% | 97.4% | 97.5% | 98.4% |
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Date of publication: 27 May 2025
Contact name: Chris Boulter
Contact email: data.analytics@sqa.org.uk