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Slide presentation-12-23-13

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  • 1. Where Do U.S. Adults’ Skills Rank Internationally? Johan Uvin Office of Vocational and Adult Education Chicago Regional Engagement Session 0
  • 2. PIAAC: The Survey of Adult Skills q  Int’l assessment administered in 2011-12 in 23 countries q  16- to 65-year-olds, non-institutionalized, residing in the country, irrespective of nationality, citizenship, or language status q  Laptop computer or paper-and-pencil: q  In the U.S., 80% took the computer tests and 15% took the paper-and-pencil tests. q  Assessment subjects: q  Literacy, Numeracy, and Problem Solving in TechnologyRich Environments q  Conducted in English in the U.S.: q  Background survey in English or Spanish. About 4% could not complete the questionnaire because of language difficulties or learning or mental disabilities, and 1% could not complete it for other reasons. 1
  • 3. The U.S. PIAAC Sample qWave 1: 5,000 individuals ages 16-65   q Wave 2: Adds 5,000 individuals (in 2015) to expand sample with qUnemployed adults (16-65)   qYoung adults (16-34)   qOlder adults (66-74)   qIncarcerated adults (16-74)   2
  • 4. Reports From OECD on October 8 qOECD Skills Outlook 2013: First Results from the Survey of   Adult Skills q Summary, Skilled for Life? Key Findings q The U.S. country note, Survey of Adult Skills, First Results: U.S. From NCES on October 18 q“First Look” report     qPresents the U.S. performance in the international rankings and some U.S.-specific data 3
  • 5. Time for the U.S. to Reskill? Released November 12 This report: q Interprets the U.S. main findings qContextualizes the U.S.   labor market realities qOffers a detailed profile   of low-skilled adults qIdentifies policy   implications and offers policy recommendations 4
  • 6. U.S. Rankings Internationally Source: Time for the U.S. to Reskill? 5
  • 7. U.S. Proficiency Trends Source: NCES “First Look” 6
  • 8. Major U.S. Findings: Great inequalities, Intergenerational impacts, & Negative social outcomes 7
  • 9. The U.S. has a very large lowskilled population. Source: IES Presentation 8
  • 10. U.S. performance in numeracy is particularly poor. Figure 3-B. Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC numeracy scale, by 10-year age intervals: 2012 United States 7 8 9 11 11 10 16–24 (18) 25–34 (20) 35–44 (20) 45–54 (22) 55–65 (19) Overall PIAAC international average 23 17 20 20 22 20 39 24 33 31 6 29 29 34 34 34 12 11 9 7 9 26 26 27 1 3 4 4 6 8 5 16–24 (17) 25–34 (20) 35–44 (21) 45–54 (21) 55–65 (20) Overall 0 13 11 12 35 37 29 39 31 15 20 10 33 38 14 27 34 20 30 17 16 11 37 34 50 Percent 60 70 Level 1 Level 2 Level 3 7 35 40 Below level 1 11 12 80 90 Level 4/5 100 Figure 3-C. Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC problem solving in technology-rich environments scale, by 10-year age intervals: 2012 Source: NCES “First Look” 9 13-4 13-5 13-6 13-7 13-8 13-9 13-10 13-11 13-12 13-13 13-14 13-15 13-16 13-17 13-18 13-19 13-20 13-21 13-22 13-23 13-24 13-25 13-26 13-27 13-28 13-29 13-30 13-31 13-32 13-33 13-34
  • 11. Minorities are disproportionately represented in the low-skilled population. Figure 2.8.A Race/ethnicity of adults with low literacy skills in the United States Source: Time for the U.S. to Reskill? 10
  • 12. Adults from low-educated families are 10X more likely to have low skills. Likelihood of lower literacy proficiency among low-educated adults Source: Time for the U.S. to Reskill? 11
  • 13. The U.S. is not integrating immigrants well. Source: NCES “First Look” 12
  • 14. The U.S. has high participation rates in education and training. Figure 2.4 Participation rate in adult education by literacy proficiency level Source: Time for the U.S. to Reskill? 13
  • 15. Learning disabilities play a role for adults with low skills. Source: NCES “First Look” 14
  • 16. Adults with low skills are 4X more likely to have poor/fair health – 2X the int’l average. Figure 2.3 Low literacy proficiency and negative social outcomes Source: Time for the U.S. to Reskill? 15
  • 17. Many U.S. low-skilled adults are employed. Source: NCES “First Look” 16
  • 18. !"#$%&'($)$%('!'*+,-./0'"+.1"!#$%&'(")*"+,$-."#/0--1"2"30%1."%'1$-.1 Skills are highly rewarded in the U.S. labor market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igure E.6 Do education and numeracy proficiency affect wages? numeracy proficiency affect wages? Do education and Percentage change in wages associated with a one standard deviation change in years of education and proficiency in numeracy ?,@H9I9-"I<*."6;-,%I<1 G-%,7*@H*-&6I%89@" !"#$%"&'()*+,-$%"&*./01 !"#$%&'($)$%* 2%"%&% 3%4%" 5678,%$9% :-,;%"< (-8=-,$%"&7 >4%9" ?@$%"& 0@,-% A9"$%"& Source: Time for the U.S. to Reskill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http://dx.doi.org/10.1787/888932906141 17
  • 19. Recommendations and Reflections 18
  • 20. Recommendations from OECD 1.  “…improve basic skills and tackle inequities.” 2.  “Strengthen initial schooling for all....” 3.  “Ensure effective and accessible education opportunities for young adults…” 4.  “Link efforts to improve basic skills to employability...” 5.  “Adapt to diversity.” 6.  “Build awareness of the implications of weak basic skills [and the] links with other social factors…” 7.  “Support action with evidence.” 19
  • 21. State & Country Data Graphics (Find these on the OVAE Facts and Figures page) 20
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  • 26. Learn More: Find materials on http://nces.ed.gov/surveys/piaac/ www.TimetoReskill.org http://piaacgateway.com Send us your thoughts http://skills.oecd.org/skillsoutlook.htm OVAE@ed.gov 25

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