Research shows that while many disadvantaged pupils perform well in early maths assessments, a significantly smaller proportion continue to study maths at higher levels, with only 26% progressing to A-level maths compared to 61% achieving high grades in GCSEs.

Disadvantaged students are underrepresented in maths-focused university degrees, with only 3% pursuing such degrees versus 7% of their more advantaged peers, despite some outperforming white peers in A-level maths.

Education Secretary Bridget Phillipson has expressed concerns about the lack of progress among white working-class children, prompting an inquiry by Star Academies into their educational outcomes.

The government is reviewing curriculum and assessment standards, with a final report due this autumn, as part of efforts to improve maths education, including initiatives like the Maths Hubs programme.

Researchers and policymakers are calling for curriculum reforms and additional support for disadvantaged students, emphasizing the need for strategic measures to address disparities in maths achievement.

Study lead Professor John Jerrim advocates making maths compulsory up to age 18 to help retain talented students from disadvantaged backgrounds and address the leakage in the mathematical talent pipeline.

The study suggests that extending compulsory maths education could prevent the loss of mathematical talent and better support capable students from disadvantaged backgrounds.

Current educational pathways are inefficient in nurturing mathematical talent among disadvantaged students, with many capable pupils not reaching their full potential.

Research indicates that although many children from disadvantaged backgrounds show strong maths ability at age 11, fewer continue to develop these skills, risking the loss of potential talent.