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2. Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries. OECD Education Working Papers. No. 258
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Organisation for Economic Cooperation and Development (OECD) (France), Covacevich, Catalina, Mann, Anthony, Santos, Cristina, and Champaud, Jonah
- Abstract
The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
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- 2021
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3. Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
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Organisation for Economic Cooperation and Development (OECD) (France) and Keslair, François
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This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
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- 2018
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4. The Evolution of Gender Gaps in Numeracy and Literacy between Childhood and Adulthood. OECD Education Working Papers, No. 184
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Choi, Álvaro, and Paccagnella, Marco
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Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
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- 2018
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5. Can We Close Gaps in Literacy by Social Background over the Life Course? Evidence from Synthetic 1950-1980 Birth Cohorts. OECD Education Working Papers, No. 178
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Organisation for Economic Cooperation and Development (OECD) (France) and Chmielewski, Anna K.
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It is well-known that there are large disparities in academic achievement between children of different socio-economic status (SES) backgrounds. This study examines the evolution of disparities in literacy skills between adults of different SES backgrounds. It compares countries' patterns in the evolution of disparities in literacy by SES background as cohorts age and asks which patterns of educational and labour force participation predict a narrowing rather than a widening of these disparities. Since there is no international longitudinal study of skills across the entire adult life span, this study uses three cross-sectional international adult studies (International Adult Literacy Survey, Adult Literacy and Lifeskills and Programme for the International Assessment of Adult Competencies) and matches birth years to create synthetic cohorts. Results indicate that there is large cross-national variation in the evolution of skills disparities associated with SES background. Disparities in literacy proficiency tend to widen when SES disparities in high school completion, professional and blue-collar employment increase. Disparities narrow when workers exit the labour force, a finding that is explained by the large inequalities in the employment experiences of individuals from different SES backgrounds, measured by differences in use of literacy skills at work. These results help to explain cross-national variation in the evolution of skills disparities by SES background, which has implications for policies aimed at closing skills gaps over the life course. [Funding from the OECD Thomas J. Alexander Fellowship Programme.]
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- 2018
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6. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
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The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
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- 2017
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7. Association between Literacy and Self-Rated Poor Health in 33 High- and Upper-Middle-Income Countries. OECD Education Working Papers, No. 165
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Organisation for Economic Cooperation and Development (OECD) (France), Kakarmath, Sujay, Denis, Vanessa, Encinas-Martin, Marta, Borgonovi, Francesca, and Subramanian, S. V.
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We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
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- 2018
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8. The Perception of Math and Math Education in the Rural Midwest. Working Paper No. 37
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Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics., Lucas, David M., and Fugitt, Jamie
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Using the qualitative research method known as folknography, the authors led a research team to the heart of Illinois farm country to ask the question "What are the perceptions of the people of the Midwest concerning math and math education?" A review of the literature includes Canadian and Australian references on the topic, as well as information from the United States, and the targeted geography and population is described. Research followed the pattern of a similar study conducted in Appalachia in 2004. A preliminary survey was planned to gather benchmarking statistical data and to open respondents up to the possibilities of a folknographic interview. Folknographers entered the field in May 2006 to perform focused and intensive field research. Findings include: (1) belief that young people can not perform simple math; (2) perception that too much technology has a significant and negative impact on developing minds of students; (3) connection between acquiring math knowledge and achieving a dynamic career; (4) recollections of tyrannical or cruel math teachers; (5) desire for a school or school system that makes learning math an exciting and motivating experience. Folknographic narratives are included to illustrate each finding. Bibliography is included. Four appendixes conclude the document: (1) Perceptions of Math in the Mid-West Interview Questions: Adults (18-55); (2) Perceptions of Math in the Mid-West Interview Questions: Seniors (55-Over); (3) Perceptions of Math in the Mid-West Interview Questions: Youth (Ages 10-17); and (4) Perceptions of Math Survey Mid-West. (Contains 4 charts.)
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- 2007
9. The Effects of Catholic Schooling on Civic Participation. CIRCLE Working Paper 09
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Dee, Thomas S.
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The United States has an extensive network of publicly financed and managed schools and provides almost no financial support to private schools. One of the most fundamental justifications for the status quo is the hypothesis that the regulation of private schools cannot adequately ensure that the desired social benefits of schooling will be produced. In particular, there is concern that private schools may focus on producing skills and knowledge with clear individual benefits and place less value on the external social benefits that are derived from instilling a variety of civic values and beliefs. In this study, the author presents new empirical evidence on this issue by evaluating the relative effects of Catholic schooling on civic participation as an adult. This evidence is based on two nationally representative longitudinal surveys conducted by the US Department of Education: High School and Beyond (HS&B) and the National Education Longitudinal Study of 1988 (NELS88). He finds that students who attended Catholic school in 10th grade were substantially more likely to vote as adults and that this relationship is generally robust to conditioning on a wide variety of observed demographic, socioeconomic and attitudinal measures. He then attempts to assess whether these results reflect uncorrected selection biases by exploiting three of the instrumental variables that have been employed in recent studies of other youth outcomes. He finds that bivariate-probit and 2SLS estimates based on these instruments suggest that Catholic schooling has even larger effects on voter turnout and possibly negative effects on volunteering. However, he then assesses whether these instruments provide a valid basis for identifying the effects of Catholic schooling using an approach introduced by Altonji, Elder and Taber (2002). The results suggest that system estimates based on these instruments may often be plagued by large, confounding biases. He concludes that, though there is a robust partial correlation between Catholic schooling and adult civic engagement, one cannot completely dismiss the possibility that this reflects selection biases. Nonetheless, the lack of clear evidence that Catholic schools are inferior at promoting adult civic participation does raise questions about the effectiveness of public schools at achieving one of their most fundamental goals. An appendix presenting additional data is included. (Contains 21 footnotes and 8 tables.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement (CIRCLE).]
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- 2003
10. Gender Differences in Information Technology Usage: A U.S.-Japan Comparison. Working Paper 2004-2
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Federal Reserve Bank of Atlanta, Ono, Hiroshi, and Zavodny, Madeline
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This study examines whether there are differences in men's and women's use of computers and the Internet in the United States and Japan and how any such gender gaps have changed over time. The authors focus on these two countries because information technology is widely used in both, but there are substantial differences in institutions and social organizations. They use microdata from several surveys during the 1997-2001 period to examine differences and trends in computer and Internet usage in the two countries. Their results indicate that there were significant gender differences in computer and Internet usage in both countries during the mid-1990s. By 2001, these gender differences had disappeared or were even reversed in the United States but remained in Japan. People not currently working have lower levels of IT use and skills in both countries regardless of gender, but working women in Japan have lower levels of IT use and skills than working men, a difference that generally does not occur in the United States. This finding suggests that employment status per se does not play a large role in the gender gap in Japan, but type of employment does. The prevalence of nonstandard employment among female workers in Japan accounts for much of the gender gap in IT use and skills in that country. (Contains 11 footnotes and 6 tables.)
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- 2004
11. Adults with Low Proficiency in Literacy or Numeracy. OECD Education Working Papers, No. 131
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Organisation for Economic Cooperation and Development (OECD) (France), Grotlüschen, Anke, Mallows, David, Reder, Stephen, and Sabatini, John
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This paper offers a comprehensive analysis of the information from the Survey of Adult Skills (PIAAC) regarding adults with low literacy and numeracy proficiency. The paper first describes the demographic and socio-economic characteristics of these populations. Although, they are more likely than the rest of the population to exhibit certain characteristics, such as lower levels of educational attainment, lower rates of unemployment or more disadvantaged backgrounds, adults with low literacy are found in among all socio-demographic groups and in all walks of life. The paper then explores the frequency with which adults with low proficiency engage in the reading, writing and numeracy practices and the relationship between these practices and a range of social and economic outcomes. For most outcomes, levels of engagement in literacy practices appear to be as strong predictors as proficiency, indicating the importance of encouraging more intense use of these skills both in and outside of work. The unique data from the Survey of Adult Skills regarding performance on the simple reading tasks (the so called "reading components") is also analysed. Adults with low proficiency are found to be able to easily recognise commonly used words in printed form but often have difficulty with processing the logic of sentences and reading extended passages for basic meaning. Adults with low proficiency are considerably less likely than their more proficient peers to participate in formal or non-formal adult education or training programmes, which is mostly due to the socio-demographic and employment characteristics of this population. However, the lower participation rates among the low proficient adults does not appear to be a consequence of their lack of motivation as much as of the presence of various obstacles to participation, such as lack of time and the cost of training. PIAAC Methodology for Measuring AET [Adult education and training] and two supplemental tables are provided in an annex. Individual chapters contain references.
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- 2016
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12. Age, Ageing and Skills: Results from the Survey of Adult Skills. OECD Education Working Papers, No. 132
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Organisation for Economic Cooperation and Development (OECD) (France) and Paccagnella, Marco
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This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to "naturally" decline with age. Age differences in proficiency are, at first sight, substantial. On average across the OECD countries participating in PIAAC, adults aged 55 to 65 score some 30 points less than adults aged 25 to 34 on the PIAAC literacy scale, which is only slightly smaller than the score point difference between tertiary educated and less-than-upper-secondary educated individuals. However, despite their lower levels of proficiency, older individuals do not seem to suffer in terms of labour market outcomes. In particular, they generally earn higher wages, and much of the available empirical evidence suggests that they are not less productive than younger workers. Older and more experienced individuals seem therefore able to compensate the decline in information processing skills with the development of other skills, generally much more difficult to measure. On the other hand, proficiency in information-processing skills remain a strong determinant of important outcomes at all ages: this makes it important to better understand which factors are the most effective in preventing such age-related decline in proficiency, which does not occur to the same extent in all countries and for all individuals. Two broad interventions seem to be particularly promising in this respect. First, it is important to ensure that there is adequate and effective investment in skills development early in the life-cycle: as skills beget skills, starting off with a higher stock of human capital seems also to ensure smaller rates of proficiency decline. Second, it is equally important that policies are in place that provide incentives to individuals (and firms) to invest in skills across the entire working life. In this respect, changes in retirement policies can not only have the short-term effect of providing some reliefs to public finance, but have the potential to radically reshape incentives to stay active, to practice their skills and to invest more in training, thus helping to maintain high levels of proficiency. One table, Age Differences and Age Effects, is appended.
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- 2016
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13. Test-Taking Engagement in PIAAC. OECD Education Working Papers, No. 133
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Organisation for Economic Cooperation and Development (OECD) (France), Goldhammer, Frank, Martens, Thomas, Christoph, Gabriela, and Lüdtke, Oliver
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In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee's native language. Appended are: (1) Country differences in test-taking engagement; and (2) Subgroup differences in test-taking engagement.
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- 2016
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14. Advancing the Roles of the Registered Nurse and Advanced Practice Registered Nurse in Continence and Pelvic Health Care in the United States: A White Paper.
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Newman, Diane K., Carillo, Megan, Talley, Kristine, Starr, Julie A., Thompson, Donna, and Wyman, Jean F.
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NURSES -- United States , *NURSES , *CONTINUING education units , *OCCUPATIONAL roles , *URINARY incontinence , *CINAHL database , *NURSING , *DIVERSITY in the workplace , *NURSE practitioners , *UROLOGICAL nursing , *GYNECOLOGIC nursing , *SYSTEMATIC reviews , *MEDLINE , *PELVIC floor disorders , *WOMEN'S health services , *NURSING practice , *INCONTINENCE management , *ADULTS - Abstract
The high prevalence and costs of urinary incontinence and related pelvic floor disorders in adults highlights the need for competent nurses and advanced practice nurses who can provide high-quality continence and pelvic health care. However, challenges exist in recognizing this as a nursing specialty, preparing new and experienced nurses with specialty knowledge and skills, increasing the number and diversity of the workforce, and promoting individual achievement and professional recognition as a continence and pelvic health nursing specialist. This White Paper provides recommendations based on evidence and expert opinion to support the Society of Urologic Nurses and Associate's efforts in advancing the roles of registered nurses and advanced practice registered nurses in the expanded specialty area of continence and pelvic health nursing. [ABSTRACT FROM AUTHOR]
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- 2024
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15. Final Report of the Development of an International Adult Learning Module (OECD AL Module): Recommendations on Methods, Concepts and Questions in International Adult Learning Surveys. OECD Education Working Papers, No. 21
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Organisation for Economic Cooperation and Development, Kuwan, Helmut, and Larsson, Ann-Charlotte
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Policy interest in international surveys on Adult Learning (AL) has increased strongly. AL survey data are used as benchmarks for a country's educational system. However, results of key indicators like participation in learning activities often vary remarkably between different data sources. Stating that these differences are due to varying concepts and methods is not enough. The key question is: Which figures represent reality more appropriately? Therefore, evaluation of survey concepts and methods is crucial for international comparison of Adult Learning. This report provides guidelines on methodological and conceptual issues. Part one covers methodological aspects while part two deals with concepts, definitions and example questions. Recommendations are based on input from 14 countries. The methodological section covers data collection (telephone vs. f2f-interviews and online surveys); reference period (calendar year; recall problems); target population (age limit; non-national residents); sample design (proxy interviews, random selection of learning activities). The second part first discusses the basic concepts of Adult learning used in the European Adult Education Survey and in non-European countries (e.g. Canada, USA), including informal learning. The report then goes on to discuss empirical concepts and questions on AL participation and shows how different concepts affect empirical results and recommends example questions for formal, non-formal and informal learning. Other chapters refer to volume of AL; costs (what can be answered by non-experts?); providers of AL (define by teacher or learning location?); fields (ISCED, etc.); obstacles and benefits (which items are more valid?) and imputation. This report will act as a useful resource tool for researchers and policy makers when designing new national AL surveys or when optimising existing surveys. Results are focussed by a summary of conclusions, recommendations and example questions at the end of each section. Annexes include: (1) Acronyms used in this report; (2) References; (3) Existing OECD Education Working Papers. (Contains 40 footnotes and 18 figures.)
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- 2008
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16. The Economic Costs of Poverty in the United States: Subsequent Effects of Children Growing Up Poor. Discussion Paper No. 1327-07
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University of Wisconsin-Madison, Institute for Research on Poverty, Holzer, Harry J., Schanzenbach, Diane Whitmore, Duncan, Greg J., and Ludwig, Jens
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In this paper, we review a range of rigorous research studies that estimate the average statistical relationships between children growing up in poverty and their earnings, propensity to commit crime, and quality of health later in life. We also review estimates of the costs that crime and poor health per person impose on the economy. Then we aggregate all of these average costs per poor child across the total number of children growing up in poverty in the U.S. to estimate the aggregate costs of child poverty to the U.S. economy. Our results suggest that "the costs to the U.S. associated with childhood poverty total about $500 billion per year, or the equivalent of nearly 4 percent of GDP." (Contains 35 footnotes.) [This report was prepared for the Task Force on Poverty at the Center for American Progress.]
- Published
- 2007
17. The Unemployment Numbers Is the Message. Occasional Paper No. 38.
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Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Levitan, Sar A.
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United States economic courses of action--and inaction--are increasingly being based on the employment and unemployment figures put out monthly by the Bureau of Labor Statistics (BLS). Yet, the basic statistical concepts that are still used were fashioned during the Great Depression and do not take into account the very different conditions we have today. The BLS divides people into one of three groups: unemployed workers, unemployed persons, or "not in the labor force." These labor force definitions have lost a good part of their significance because of dramatic changes of social mores, such as the two-income family and income transfer payments (e.g., Social Security). On the other hand, many people are working full time, year-round, and are still living in poverty. Different types of measurement are needed in order to reflect the real problems that exist in this society. One way to do this is to add another dimension to the three that have been measured: the number of persons who are unable to attain an adequate standard of living through work. Another problem is whether to count students who want part-time work as unemployed. Because of these problems, Congress has created a National Commission on Employment and Unemployment Statistics to examine the procedures, concepts, and methodology involved in measuring labor market activities, and their adequacy for policy determination. The Commission needs input from those concerned with employment and unemployment (such as vocational educators) to determine a better way of reporting these statistics. (KC)
- Published
- 1977
18. Labor Market Changes in the Next Ten Years. Issue Paper No. 4.
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Barnow, Burt S.
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Although projecting what the labor market will be like in 10 years is extremely difficult, it is useful to consider what is in store for the nation in terms of employment. In 1985, the civilian labor force of the United States averaged 115 million persons, with 8 million (7.2 percent) unemployed. Unemployment was much higher for young people and minority groups. It is expected that the labor force will grow by 15.6 million people between 1985 and 1995. The growth rate will vary considerably, however, among various demographic groups. The labor force is projected to be concentrated among prime-age workers, with a slightly higher median age than in 1984. The majority of growth is expected to result from increasing labor force participation by women. Employment opportunities will not change dramatically over the next 10 years. Although some professions will have substantial growth, the demand for labor among most professions will remain constant or increase slightly. Demand and supply should hold steady. One clear trend that is emerging is that persons entering the labor force have more years of schooling than those they replace. Although this fact should mean that workers are more adaptable to change in the workplace, this may not be the case, since the quality of schooling has declined. With the changes taking place in technology, the labor market needs more responsive educational institutions to meet the demands of the next 10 years and beyond. (KC)
- Published
- 1986
19. Strategies to Provide Learning Opportunities to Low-Skilled Adults
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Helsinger, Abigail, Cummins, Phyllis, and Van Vleet, Samuel
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The need for adult education and training (AET) is substantial, as labour markets require advanced skills. We used data from the Programme for the International Assessment of Adult Competencies (PIAAC) for Canada, the Netherlands, Norway, Sweden, and the United States (U.S.) to compare participation in AET by high- and low-skilled adults. Additionally, key informant interviews and document reviews were conducted. We found (a) low-skilled adults are less likely to participate in AET; (b) participation in AET is highest among the working population; and (c) non-formal education is often more acceptable to low-skilled adults. [This paper was published in: "Proceedings of Adult Education in Global Times: An International Research Conference," 2021, pp. 610-613.]
- Published
- 2021
20. "I Want the Piece of Paper that Is My History, and Why the Hell Can't I Have It?": Original Birth Certificates and Adoptive Identity.
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Rizzo Weller, Melissa
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PSYCHOLOGY of adopted children , *ATTITUDE (Psychology) , *GROUP identity , *EXPERIENCE , *BIRTH certificates , *COMMUNICATION , *FAMILY relations , *ADULTS - Abstract
This study focused on how adopted adults who have reunited with at least one birth family member experienced identity shifts related to their original birth certificates (OBCs). Framed by the Communication Theory of Identity (CTI), 50 adopted adults discussed their experiences related to their OBCs and how their identities are connected to this symbol through three of the layers of CTI, the personal, enacted, and relational layers. Participants discussed the presence of an ambiguous and unsolvable identity that interpenetrated with their other identity layers. Findings extend CTI to include an additional layer for adoptees – phantom identity – which can explain the life adoptees would have lived had they not been adopted. This identity was salient for participants as it manifested in ways such as expressing frustration with obstacles in gaining access to their OBC and refocusing their professional life to support other adopted adults. Moreover, findings offer implications for the examination into current adoption record practices in the United States, additional state mutual consent registries, and increased access to adoption-competent counselors for adoptees. [ABSTRACT FROM AUTHOR]
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- 2022
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21. The Career Beliefs Inventory: A Review and Critique.
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Dolenz, Beverly and Dolenz, Beverly
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The Career Beliefs Inventory (CBI) is a counseling tool with the purpose of identifying beliefs as they relate to occupational choice and the pursuit of a career. The inventory can be administered individually or to a group ranging in age from grade 8 to adult. The CBI is a 96-item paper-and-pencil test written at an eighth-grade reading level. Items are grouped into 25 scales organized under 5 headings. All test items are in a Likert format. The materials are straightforward and easy to use. Scoring and interpretation are easy to understand if the computer-scoring services of the publisher are used. Hand-scoring is confusing, and the procedures are not outlined in the manual. Norms are available based on a sample of over 7,500 people in the United States and Australia, ranging from junior high students to employed adults. Evidence for test-retest reliabilities, face validity, and construct validity is reviewed. Strengths of the CBI include ease of administration, clarity of instructions, attractive appearance, and the organization of the test booklet and answer sheet. The recent introduction of the instrument makes the psychometric properties hard to evaluate, but the evidence for reliability and validity does not seem adequate. Further research focusing on reliability and validity would enhance the useful information generated by the CBI. (SLD)
- Published
- 1993
22. The STEM Wage Premium across the OECD
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William E. Even, Takashi Yamashita, and Phyllis A. Cummins
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Using data from the Program for the International Assessment of Adult Competencies, this paper compares the earnings premium and employment share of jobs in Science, Technology, Engineering and Mathematics (STEM) across 11 member countries of the Organisation for Economic Co-operation and Development. The results reveal that the STEM wage premium is higher in the United States than in any of the other comparison countries, despite the fact that the U.S. has a larger share of workers in STEM jobs. We also find evidence that the premium varies significantly across STEM sub-fields and education levels, and that the premium tends to be higher in countries with lower unionization rates, less employment protection, or a larger share of employment in the public sector.
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- 2023
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23. Multi-Level Classification of Literacy of Educators Using PIAAC Data
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Yalcin, Seher
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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
- Published
- 2022
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24. An Employment Policy for America's Future. Report No. 16.
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National Commission for Employment Policy (DOL), Washington, DC.
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This report contains the commission's broad statement on national employment policy. The statement calls for the development of a new American employment policy, one that addresses the major concerns relating to the creation of jobs and the preparation of the work force to fill the available jobs productively. The report discusses the background of the current economic situation and the anticipated changes in the economy and the work force over the next decade. It further proposes a set of principles upon which employment policy ought to be based. Finally, a set of initial broad policy recommendations are presented that need to be adopted to address the employment concerns of the United States for the future. (KC)
- Published
- 1983
25. Missing the Mark: Exploring Participation Rates and Challenges to Engage Low-Skilled Adults in Education and Training
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Helsinger, Abigail, Cummins, Phyllis A., and Yamashita, Takashi
- Abstract
The demand for adult training opportunities is substantial as labor markets often require adult workers to obtain advanced skills. Opportunities to obtain advanced skills are often pursued by high-income and high-skilled workers whereas low-skilled or low-income adult workers are less likely to participate. For this study, we used data from the Program for the International Assessment of Adult Competencies (PIAAC) for the U.S., Canada, the Netherlands, Norway, and Sweden to compare participation rates in non-formal education (NFE) by high and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Major findings include (a) as compared to high-skilled adults, low-skilled adults are less likely to participate in NFE; (b) as compared to the U.S., low-skilled workers in Norway and the Netherlands are more likely to participate in NFE; and (c) non-formal education is often more acceptable to low-skilled adults due to previous negative experiences with formal education. Countries were selected based on qualitative findings that will inform best practices. [For the full proceedings, see ED613257.]
- Published
- 2020
26. Problem Solving in Technology-Rich Environments, Adult Education and Training, and Income: An International Comparison Using PIAAC Data
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Nwakasi, Candidus C., Cummins, Phyllis A., Mehri, Nader, Zhang, Jing, and Yamashita, Takashi
- Abstract
The high dependence on technology for economic activities in developed countries stresses the importance of lifelong learning in order to equip adult workers with the skills required to perform work related tasks, and also increase labor force participation. We use data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), participation in adult education and training (AET), and income in Australia, Finland, Japan (high PSTRE scoring countries), Chile, Greece (low PSTRE scoring countries), Ireland, Estonia, and the United States (similarly scoring countries). Although PIAAC measured literacy, numeracy, and PSTRE skills, our research focus is on PSTRE because of its emphasis on problem-solving skills and critical thinking. These skills are undoubtedly important in any global economy currently experiencing rapid technological transformation. In four of five age groups, Japan had the highest PSTRE scores. With the exception of Greece, PIAAC respondents in the oldest age group had lower PSTRE scores than younger age groups. Men had higher PSTRE scores than women in all countries except Australia and Greece. Overall, those with higher PSTRE scores were more likely to participate in AET but there were variations by age, income, and education categories. Greater PSTRE scores were associated with higher hourly wages in the U.S. Australia and Estonia whereas no significant association was observed in other countries. With limited availability of data, females benefited financially from higher PSTRE scores more than males in the U.S., Finland, Ireland and Japan.
- Published
- 2019
27. Adult Education and Training Participation Trends by the Middle-Aged Adults in the U.S. and Selected OECD Countries
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Cummins, Phyllis A., Yamashita, Takashi, and Harrington, A. Katherine
- Abstract
Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force.
- Published
- 2018
28. Bhutanese Refugee Youth Identity in the United States: A Phenomenological Study
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Chao, Xia
- Abstract
Framed by poststructuralist theory of identity, this phenomenological study explores Bhutanese refugee youth's lived experiences before- and after-resettlement and the ways that these experiences influence their identity navigation. Data from this study come from a two-year phenomenological study with a recently resettled Bhutanese refugee community in a Northeastern U.S. city. By focusing on four Bhutanese refugee youth and two current Bhutanese refugee youth club collaborators who used to be teachers in the camp in Nepal, the findings indicate the essential nature of refugee youth's lived experience is a way of being, becoming, and imagining. This study highlights refugee identity as a multi-layered and multi-faceted construct, which is related to others, contested, imagined, power-driven, and constituted by social practice.
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- 2020
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29. Adult Education and Training Participation Trends by the Middle-Aged Adults in the U.S. and Selected OECD Countries
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Cummins, Phyllis A., Yamashita, Takashi, and Harrington, Katherine
- Abstract
Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force. [For the full proceedings, see ED597456.]
- Published
- 2018
30. Adult Education and the Impacts of the COVID-19 Pandemic: An International Perspective
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Dikhtyar, Oksana, Helsinger, Abigail, Cummins, Phyllis, and Hicks, Nytasia
- Abstract
The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labor market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' reemployment prospects. This qualitative study examines measures taken in response to COVID-19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees. [This paper was published in: "Widening Participation and Lifelong Learning" v23 n1 p201-210 Jun 2021.]
- Published
- 2021
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31. The STEM Wage Premium across the OECD
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Even, William E., Yamashita, Takashi, and Cummins, Phyllis A.
- Abstract
Using data from the Program for the International Assessment of Adult Competencies, this paper compares the earnings premium and employment share of jobs in Science, Technology, Engineering and Mathematics (STEM) across 11 member countries of the Organisation for Economic Co-operation and Development. The results reveal that the STEM wage premium is higher in the United States than in any of the other comparison countries, despite the fact that the U.S. has a larger share of workers in STEM jobs. We also find evidence that the premium varies significantly across STEM sub-fields and education levels, and that the premium tends to be higher in countries with lower unionization rates, less employment protection, or a larger share of employment in the public sector. [This is the online first version of an article published in "New Horizons in Adult Education and Human Resource Development."]
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- 2023
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32. Chance Favors the Prepared Mind: Mathematics and Science Indicators for Comparing States and Nations
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American Institutes for Research (CRESS), Kensington, MD. and Phillips, Gary W.
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This report provides international benchmarks to help states see how students are doing in math and science within an international context. It shows how state-by-state results from the National Assessment of Educational Progress (NAEP) can be linked with nation-by-nation results from the Trends in International Mathematics and Science Study (TIMSS) to provide a comprehensive indicator system that would allow state-by-nation comparisons. Such a system of indicators is important to state and national policymakers because it goes beyond the traditional roles of NAEP and TIMSS. Historically, NAEP has allowed US policymakers to compare and track the progress of states within the United States, while TIMSS has provided similar data for nations. This report places NAEP and TIMSS on the same scale, allowing states to compare themselves with nations. By doing so, states can monitor progress toward improved science and mathematics achievement while seeing how they stack up within an international context. The paper first explores the broader context for the study by arguing that many intractable worldwide problems cannot be addressed in the United States until we reach a critical mass of science and mathematical literacy among the general population. The paper then discusses a brief history of attempts within the United States to establish state-by-state indicators of student performance. The paper argues that most attempts have been flawed. However, there is a way to use extant data from NAEP and TIMSS to provide a comprehensive indicator system with accurate and timely state-by-state data along with international benchmarks for states. Finally, the paper introduces the concept of statistically linking NAEP and TIMSS. This allows TIMSS to be reported based on the NAEP achievement levels. By expressing NAEP and TIMSS in the same metric, states can see not only see how they compare with other states, but also with other countries. The findings indicate that most states are performing as well or better than most foreign countries; however, the highest achieving states within the United States are still significantly below the highest achieving countries. The paper argues that the United States needs to substantially increase the scientific and mathematical competency of the general adult population so that the voting citizenry can better understand and reach a consensus on policies that address many of the world's most pressing problems. Additionally, the paper argues that more people are needed in the scientific disciplines to better compete in a global economic environment. To achieve these goals, national and state policymakers need indicators of scientific and mathematical progress early in the educational pipeline. It is argued that the strategy of linking NAEP to TIMSS helps to provide this system of indicators. The following are appended: (1) Technical Appendix A: Statistical Linking NAEP to TIMSS; and (2) Technical Appendix B: Significance Testing and Multiple Comparisons. (Contains 36 tables, 53 figures, and 13 footnotes.)
- Published
- 2007
33. Employment Interventions for Return to Work in Working Aged Adults Following Traumatic Brain Injury (TBI): A Systematic Review. Campbell Systematic Reviews 2016:6
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Campbell Collaboration, Graham, Carolyn W., West, Michael D., Bourdon, Jessica L., Inge, Katherine J., and Seward, Hannah E.
- Abstract
Individuals with traumatic brain injury (TBI) often struggle to obtain competitive employment after sustaining a TBI, commonly as a result of the post-injury difficulties they exhibit (Andelic, Stevens, Sigurdardottir, Arango-Lasprilla, & Roe, 2009; Mansfield et al., 2015). The currently reported unemployment rate for people with TBI is approximately 60% (Cuthbert et al., 2015). Hence, the unemployment for individuals with TBI is considerably higher than for individuals without disabilities. Many adults with TBI seek assistance in gaining employment through post-acute rehabilitation. Post-acute rehabilitation services focus on helping individuals adjust to ongoing impairments and to re-enter their communities, workplaces, and education. Post-acute interventions are broadly classified into the following groups (Shames, Treger, Ring, & Giaquinto, 2007): residential community reintegration programs, comprehensive day treatment programs, and community re-entry programs that focus on vocational and social reintegration. This review focused on identifying the most effective type of intervention for returning individuals with TBI to work. The authors of this review drew on a wide range of databases, searched grey literature, included studies with a range of follow-up times, and focused on competitive employment outcomes among individuals with TBI regardless of the injury severity of the individuals. This review examined the effectiveness of vocational rehabilitation (VR) interventions to help adults with TBI attain competitive employment. Studies for this review were identified by searching 16 databases, including the Australian Education Index, CIRRIE--the Center for International Rehabilitation Research Information and Exchange Databases, the Academic Complete collection, EBSCOhost Research Databases, MEDLINE/PubMed, ProQuest, and 11 other databases. Unpublished papers and grey literature were also searched. Reference lists of papers included in the analysis and previous systematic reviews were searched. The following inclusion criteria were used for each potential study: (1) Studies are of interventions focused on assisting helping working-aged adults with TBI return to competitive employment, including self-employment. (2) Competitive employment had to be measured as an outcome. (3) Participants must have been between 18 and 65 years of age, experienced a non-penetrating TBI, been engaged in either full-time or part-time employment at time of injury, and been unemployed or on medical leave at time of receipt of the intervention. Studies that included individuals with other disabilities were included only if the results were provided for TBI participants separately from those with other disabilities. (4) Data had to be presented separately for competitively employed participants. (5) The design must be a randomized controlled trial (RCTs) or quasi-experimental design, with a treatment and a control/comparison group. Odds ratios and log odds ratios were computed and 95% confidence intervals were computed for each included study. Only datab for the primary outcome, competitive employment status, were used due to insufficient secondary outcome data. The literature search resulted in 6,941 unduplicated documents. From these 6,941 documents, 414 documents were selected for full-text review. From these 414 documents, 67 intervention reports were found, with only three return-to-work RCTs meeting inclusion criteria for this systematic review. The last search was conducted November 7, 2015. The three studies included in this review were RCTs with parallel interventions (Man et al., 2013; Salazar et al., 2000; Twamley et al., 2014, 2015). Man et al. (2013) compared two interventions, an artificial intelligent virtual reality-based training program (n = 17) and a psycho-educational vocational training system (n = 20) using a civilian population from China. Salazar et al. (2000) compared an in-hospital cognitive treatment (n = 67) to an in-home treatment (n = 53) for active U.S. military personnel. Twamley et al. (2014, 2015) compared a CogSMART Plus supported employment program (n = 21) to an enhanced supported employment program (n = 21) for U.S military veterans. Salazar and colleagues (2000) used active military samples and Twamley et al. (2014, 2015) used U.S. military veterans. Man and colleagues (2013) used civilians in China.The sample in Salazar et al. (2000) was predominantly African American and White. There were more Hispanic/Latino and White participants in the Twamley et al. (2014, 2015) study. Man and colleagues (2013) RCT did not report the ethnicity or race of its sample from China. The Twamley et al. (2014, 2015) and Man et al. (2013) studies reported severity of injury as mild to moderate. All studies were RCTs; however, blinding, incomplete data, and selective outcome reporting were of concern for all studies. Design, review status, publication type, and presence of control group were sufficient.Findings from this systematic review were inconclusive in that all odds ratios were not significant. Man et al. (2013) had the largest odds ratio (OR = 2.204, p = 0.264) but had the lowest employment rates (30%). Salazar et al. (2000) and Twamley et al. (2014, 2015) had odds ratios less than one. This indicated that the alternate interventions for Salazar et al. (OR = 0.514, p = 0.353) and Twamley et al. (OR = 0.817, p = 0.749) were more effective than the primary intervention. The employment rates for Salazar et al. and Twamley et al. ranged from 55% to 94%, which were rates higher than observed in Man et al. In sum, there were no significant odds ratios. Although all interventions evidenced positive average gains, no intervention was identified as more effective than another. All interventions showed positive average gains. However,the authors were unable to determine which intervention was most effective due to the small number of studies (n = 3). More experimental RCTs need to be conducted with interventions not included in this study. There are several recommendations for the direction of research concerning return-to-work for adults with TBI. First, studies of return-to-work VR interventions for adults with TBI must improve their quality of research by conducting RCTs. Second, separating competitive employment from education would provide a more accurate estimate of impact on return to work. Third, research is needed with other populations outside the United States and civilian samples. Last, future return-to-work VR studies should report time to employment, hours worked, separate rates of competitive employment, sheltered employment, educational training, and continued follow-ups at 12 months or more.
- Published
- 2016
34. Unpacking the Simple View of Reading for Struggling Adult Readers
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Talwar, Amani, Greenberg, Daphne, Tighe, Elizabeth L., and Li, Hongli
- Abstract
The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [This is the in press version of a paper that will be published in "Journal of Learning Disabilities."]
- Published
- 2020
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35. Sport and Religion: An Unholy Alliance.
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Lay, Nancy
- Abstract
This paper points out the affinity of two basic elements of human existence--religion and sport--and then attempts to explain why they should be separate. It addresses the nature of religion, religion in America, the nature of sport, sport as religion, and reasons for the incompatibility of sport and religion. Similarities between sport and religion are listed, and the writings of several authors whose athletic experiences have had religious overtones are cited. Reasons for the incompatibility of sport and religion are then presented, including: (1) the essence of religion is selflessness and the essence of sport is selfishness; (2) treating God as some kind of supercoach demeans both religion and sport; (3) many athletes are practicing magic rather than religion; (4) athletes on praying teams are pressured to conform to team behavior, thus violating their religious freedom; and (5) some religious organizations for athletes represent the religious right, which often fosters authoritarianism and intolerance. (Contains 48 references.) (JDD)
- Published
- 1993
36. Adult Readiness to Learn: An International Study of Individual and Contextual Predictors
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Smith, Thomas J., Rose, Amy D., Ross-Gordon, Jovita M., and Smith, M. Cecil
- Abstract
The present study examined an international sample of adults from the Survey of Adult Skills administered by the Program for the International Assessment of Adult Competencies (PIAAC; Organisation for Economic Co-operation and Development, 2009) to assess (1) how specific individual and country-level characteristics predict adult readiness to learn, and (2) how readiness to learn predicts adult skills in literacy, numeracy, and problem-solving in technology-rich environments. Multilevel modeling showed that education and hours worked positively predicted readiness to learn, while age negatively predicted it, and men showed high levels of readiness to learn than women. At the individual level, a positive relationship between readiness to learn and skill proficiency was observed, while at the country level a negative relationship occurred. This "readiness to learn paradox" is discussed in terms of cultural differences in learning environments.
- Published
- 2016
37. Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation
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Cummins, Phyllis A., Yamashita, Takashi, Millar, Roberto J., and Sahoo, Shalini
- Abstract
Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem solving skills in technology rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top skill categories. The results of this study suggest changes in the United States educational and lifelong learning systems and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce. [The paper will be published in "Adult Learning".]
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- 2019
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38. Testimony before the Subcommittee on Labor, Health and Human Services, Education and Related Agencies, Committee on Appropriations, U.S. House of Representatives
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Jobs for the Future and Uhalde, Raymond J.
- Abstract
On April 7, 2011, Jobs for the Future (JFF) Policy Vice President Raymond Uhalde testified before the U.S. House Subcommittee on Labor, Health and Human Services, Education and Related Agencies about the success of workforce development projects for youth and adults funded by the Workforce Investment Act (WIA) and the importance of sustaining them. Uhalde advocated for restructuring WIA, authorized in 1998 when unemployment was only 4.5 percent. According to his prepared remarks: "To say that WIA should be reauthorized is not the same as saying that WIA programs are not effective. On the contrary, the evidence is pretty clear that WIA's core and intensive services and training for disadvantaged adults have been shown time and again to pay off in terms of higher employment rates and improved earnings... It is absolutely essential that the urgency of deficit reduction not override critical investments in the education and skills development of U.S. workers, especially at this fragile point in our economic recovery with 13.5 million Americans still unemployed." (Contains 26 endnotes.)
- Published
- 2011
39. To Learn and Earn: Arizona's Unfinished Business in Human Capital
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Arizona State University, Morrison Institute for Public Policy and Welch, Nancy
- Abstract
Raising Arizona was the challenge of the 20th century. Sustaining Arizona is now the challenge of the 21st. A crucial part of that task is not just understanding today's knowledge economy, but mastering it. Ray and Charles Eames, the creative geniuses behind many iconic 20th century designs, debuted their film "Powers of 10" in 1977. In nine minutes, the viewer zooms from a picnic in a park to a view of the universe from outer space back to being inside the cells of the human body. The journey is a powerful lesson in perspective. For decision makers, the lesson is clear: each level offers crucial input for wise choices. This paper applies the "Powers of 10" idea. As a result, this paper looks at issues and demands from three perspectives: 30,000 feet, 10,000 feet, and on the ground. Each level provides insights vital to Arizona finding new ways to develop a quality workforce suited to "stimulating innovation, creating wealth, and promoting economic growth." "To Learn and Earn" concludes with questions that the Arizona Minority Education Policy Analysis Center (AMEPAC) sees as a starting point for working with partners throughout Arizona. (Contains 35 endnotes.) ["To Learn and Earn: Arizona's Unfinished Business in Human Capital" was written with Richard Toon and Yuri Artibise. This report was prepared for the Arizona Minority Education Policy Analysis Center (AMEPAC).]
- Published
- 2009
40. Economic and Noneconomic Outcomes for GED Credential Recipients. GED Testing Service[TM] Research Studies, 2008-2
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American Council on Education, GED Testing Service, Song, Wei, and Hsu, Yung-chen
- Abstract
The GED (General Educational Development) Tests are widely used to certify a high school level of academic knowledge and skills. The popularity and profound influence of the GED Tests have solicited numerous studies on the outcomes of obtaining a GED credential. Most studies on labor market outcomes for GED credential recipients have targeted specific groups for comparisons across age, gender, or geographic areas. Depending on the samples used and the research methodologies applied, the studies have yielded mixed results. Furthermore, scholars have noticed a scarcity of research on the noneconomic outcomes of GED credential recipients, such as their social participation, health, and parenting skills. This study provides evidence through a recently released nationally representative sample of adults, the 2003 National Assessment of Adult Literacy (NAAL), on the economic outcomes as well as the noneconomic outcomes for GED credential recipients. On the economic outcomes, this study examines labor force participation, work history, weekly wage, and personal income. On the noneconomic outcomes, this study looks into political and social participation, family literacy, and health. Tobit Models are appended. (Contains 21 tables.)
- Published
- 2008
41. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2018 International Pre-Conference (67th, Myrtle Beach, South Carolina, September 30-October 2, 2018)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE) and Avoseh, Mejai B. M.
- Abstract
These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.
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- 2018
42. Lessons We Can Learn from Other Countries. IAB Labour Market Research Topics No. 44.
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Institute of Employment Research, Nurenberg (Germany)., Walwei, Ulrich, Werner, Heinz, and Konig, Ingeborg
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This document contains three papers from an international conference on "ways and means for more employment." The first paper, "Employment Policy Comparisons and Policy Advice" (Ulrich Walwei), covers the German labor market in the second half of the 1990s and requirements for longer-term employment success through coping with structural change and addressing employment possibilities for less competitive, low-skilled workers. The second paper, "Employment Policy Successes with Different Framework Conditions and Concepts" (Heinz Werner), considers the following questions: Are there constant "model countries"? Is a high level of employment necessary? What is meant by successful employment policy? What conclusion can be drawn from international experiences? What are the consequences of different wage-replacement benefits in the event of unemployment? The final paper, "Figures and Graphs on the Labor Market Development in Selected Countries" (Ingeborg Konig), contains graphs and charts focusing on the following:(1) unemployment rates in selected industrial countries, 1983-1999; (2) employment trends in selected industrial countries, 1983-1999; (3) employment rates in European Union (EU) states, the United States, and Japan in 1999; (4) gross domestic product and persons in civilian employment, 1983-1999; (5) growth rates of gross domestic product and civilian labor force in Denmark, Germany, France, Great Britain, Netherlands, and the United States, 1983-1999; (6) economic growth, employment growth, and change in unemployment in the European Union states, the United States, and Japan, 1991-1995; and (7) economic growth, employment trends, and unemployment rate in each of the European Union states, the United States, and Japan, 1986-2002. (KC)
- Published
- 2001
43. Expert Systems as a Mindtool To Facilitate Mental Model Learning.
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Mason-Mason, Susan Dale
- Abstract
Expert systems are computer programs that are designed to advise or assist users by storing the knowledge of human experts and applying the computer's mathematical ability to search and sort this information. This study investigated the use of an expert system as a mindtool and whether or not creating a simple expert system would facilitate the formation of an accurate mental model of a system. The domain selected for the study was that of hydraulic brake drums. Participants were 33 adult males and females from a variety of professions located in the United States, Canada, and the United Kingdom. Results indicate that creating the expert system substantially increased participants' scores on all three measures of mental models. In addition, participants indicated that using the expert system focused their attention on the topic and that it was fun to use. Network similarity scores increased significantly, with a large effect size, during the midtest to posttest period during which participants created the expert system. Scores on a test of troubleshooting increased significantly, but with only a medium effect size. Results of a prediction test also indicated that the use of an expert system facilitated the development of more expert-like knowledge structures. Expert systems appear to be versatile and powerful mindtools. (Contains 8 tables, 6 figures, and 59 references.) (SLD)
- Published
- 1999
44. Semantic Differential Comparisons of Attributions and Dimensions among Seven Nations.
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Chandler, Theodore A. and Spies, Carl J.
- Abstract
The classifications of 11 attributions according to dimensions of locus, stability, controllability, predictability, and globality by participants in 7 countries (China, France, Germany, Hong Kong, Israel, Spain, and the United States) were compared in a cross-cultural study. The attributions were: (1) bias; (2) help; (3) luck; (4) ability; (5) competence; (6) effort; (7) task; (8) chance; (9) knowledge; (10) skill; and (11) mood. It was hypothesized that different cultures would assign different meanings to attributions according to the dimensions. Participants from the 7 countries were 1,145 undergraduate and graduate students and lay individuals (over age 35 with no formal education beyond high school). Nine of the 11 attributions could be validly compared, but bias and competence were not comparable across the countries. Subjects from all countries perceived ability, mood, skill, and knowledge as internal. All countries except Israel (neutral position) perceived chance and task as external. In all countries, effort was seen as controllable. Israelis were neutral with regard to skill and knowledge, but other countries perceived these attributions as controllable. Luck was generally perceived as uncontrollable, with luck and chance seen as unstable. Average values were seldom found at the extremes. The most significant differences were found for Israel, and these were findings that could be reflected in a greater sense of control of one's destiny and more perceived power. Five tables summarize study findings. (Contains 9 references.) (SLD)
- Published
- 1993
45. Infants' Perception and Representation of Speech: Development of a New Theory.
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Kuhl, Patricia K.
- Abstract
A new series of studies on adults' and infants' perception of phonetic "prototypes," exceptionally good instances of phonetic categories, show that prototypes play a unique role in speech perception. Phonetic category prototypes function like "perceptual magnets" for other stimuli in the category. They attract nearby members of the category, rendering them more perceptually similar to the category prototype than would be expected on the basis of physical distance alone. Nonprototype stimuli from the category do not function in this way. Moreover, by 6 months of age, infants tested in the United States and Sweden show that the perceptual magnet effect is language specific. Infants from the two countries exhibit the magnetic effect only for the phonetic prototypes of their own language. Thus, exposure to a specific language alters infants' perception of speech by 6 months of age. These results offer an explanation for the findings of a variety of studies on cross-language speech perception in infants and adults, have implications for second-language learning, and are consistent with data on the representation of cognitive categories outside the domain of speech. The results support a new model which describes how innate factors and experience with a specific language interact in the development of speech perception. (Author)
- Published
- 1992
46. Semantic Differential Comparisons of Attributions and Dimensions between U.S. and Israel.
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Chandler, Theodore A. and Spies, Carl J.
- Abstract
Beliefs about the causes of success and failure in academic achievement were compared for students in the United States and Israel. The following 11 attributions were placed randomly in a questionnaire format: (1) mood; (2) skill; (3) knowledge; (4) chance; (5) effort; (6) competence; (7) help; (8) ability; (9) task; (10) bias; and (11) luck. Each was followed by a random ordering of five 7-point scales on the following dimensions: external-internal; global-specific (to a particular situation); uncontrollable-controllable; stable-unstable; and predictable-unpredictable. Subjects were asked to rate the attributions. The United States sample included 50 undergraduate education students, 50 graduate education students, 50 undergraduates from an introductory psychology course, and 50 adults who had never attended a college or university. The Israeli sample included 53 undergraduate education students, 80 graduate education students, 56 undergraduate psychology students, and 50 adults without a college background. Three-way factor analyses of variance were used for group, sex, and attributions. Israelis were more internal than were subjects from the United States for task difficulty and luck, and were less predictable on task difficulty, less controllable for competence, but more controllable for luck. In all four groups, attributions of skill, knowledge, and luck revealed the largest differences between the two groups. Results are discussed in terms of the cultural views and experiences of the two populations. The rating scale used is included. (SLD)
- Published
- 1991
47. Understanding the Basic Reading Skills of U.S. Adults: Reading Components in the PIAAC Literacy Survey
- Author
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Educational Testing Service (ETS), Center for Research on Human Capital and Education and Sabatini, John
- Abstract
The results of the Programme for the International Assessment of Adult Competencies (PIAAC) survey paint a troubling portrait of the literacy skills of adults in the United States. The survey included a direct assessment of skills and was conducted in 23 countries with nationally representative samples of adults ages 16 through 65. Assessed were cognitive and workplace skills needed for success in the 21st-century global economy. The ability to read fluently and for understanding--to be able to learn from text--is perhaps the most important foundational skill for U.S. adult citizens' health, well-being, and social and economic advancement. It is a gateway to lifelong learning, education, and training. With the emergence of the Internet and social networking (which operate primarily through the written word), reading literacy provides control over an immeasurable, readily accessible library of the world's knowledge, as well as the ability to communicate with friends, family, and employers. While the digital revolution has increased the prevalence of and, access to, visual/aural media, written text--whether on paper or screen--continues to be an omnipresent currency of communication and commerce, except for adults who continue to struggle to read. Adults who have trouble reading, using mathematics, solving problems, and using technology are at a disadvantage when competing for jobs in the 21st-century workforce. The situation is perhaps most dire for those at the lowest level of reading literacy skills, because limited literacy skill reduces their access to print-based training and educational opportunities that could be used to enhance their social and workforce skills. Low literacy adults are not necessarily isolated, thanks to the ever-present visual media and communications available. However, their potential is limited because they cannot use printed media to learn, grow their knowledge, and seek opportunities. Interpersonally, it is often painfully obvious to adults when they cannot read well, as it also is to the casual observer. When confronted with text and a task, they can be observed puzzling and lingering for longer than proficient readers do when performing the same literacy activity. The introduction of reading component tasks in the 2011 PIAAC survey provided a rich opportunity to better understand adults with low literacy proficiency scores in the United States in comparison to similar populations in other countries. Reading components results help us to understand what adults with scores at or below Level 1 can and cannot do: (1) Can they identify the meaning of high-frequency vocabulary words when they appear in print? (2) Can they evaluate the meaning of single sentences? Can they read for local meaning in simple passages? and (3) What is the range and variation in foundational skills among the lowest scoring adults in a country? These are the questions addressed in this report. In sum, the reading components tasks in PIAAC were designed to complement the applied literacy tasks in order to provide a richer sense of what adults scoring at or below Level 1 can and cannot do when engaging and processing basic written words, sentences, and passages. In the remainder of the report, it describes in more detail: (1) the reading component measures, including the theoretical and empirical rationale for adopting this framework; (2) the results in a select set of countries that participated in the PIAAC survey; and (3) implications of those findings for policy and practice.
- Published
- 2015
48. Low-Numerate Adults, Motivational Factors in Learning, and Their Employment, Education and Training Status in Germany, the US, and South Korea
- Author
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Liu, Huacong
- Abstract
Drawing on the PIAAC data, in this paper I examine how motivational factors such as motivation to learn and grit are related to low-numerate adults' employment status and their actual participation in lifelong learning in Germany, the United States and South Korea. In particular, the study uses PIAAC self-reported data on the degree to which the respondent "likes learning new things", and "likes to get to the bottom of difficult things" as proxies of motivational factors in adult learning. Findings show that across three countries both "motivation to learn" and "grit" have independent relationships with adults' employment status and actual participation in adult learning. Considering that low-skilled adults are the ones who need further learning the most, yet are repeatedly reported to have the lowest rate of participation in further learning, these findings highlight the "motivational factors" in adult learning. They also suggest that "motivation to learn" and "grit" may mitigate the disadvantages that 'vulnerable' adults experience due to low numeracy skills. Implications for mathematics educators and adult education research are discussed.
- Published
- 2020
- Full Text
- View/download PDF
49. Podcasting for Language Learning through iTunes U: The Learner's View
- Author
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Rosell-Aguilar, Fernando
- Abstract
iTunes U has become the main worldwide provider of educational podcasts but, despite its popularity, little is known about the type of user who downloads iTunes U language resources, or how those resources are used. This paper presents the results of the first major survey (1891 responses) of users of one of the most successful iTunes U content providers in terms of downloads. It presents a profile of the iTunes U language learner, their listening habits, and their opinion of the resources they download. Comparisons are drawn between language learners and learners of other subjects. The results show that in contrast with profiles of learners in other contexts--such as virtual learning environment-delivered podcasts, identified in previous research (mostly carried out with young university students who download podcasts for instrumental reasons)--iTunes U language learners are different. Respondents in this study are mostly middle-aged and employed, and they download resources for personal interest. Users have a high opinion of the quality of the materials, and they believe the materials help them to learn. The results also show that users listen to language podcasts on mobile devices, in sharp contrast with previous research. Finally, the paper discusses implications for further research.
- Published
- 2013
50. Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. Appendix D: Standard Error Tables. First Look. NCES 2014-008
- Author
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National Center for Education Statistics (ED)
- Abstract
This paper provides Appendix D, Standard Error tables, for the full report, entitled. "Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008." The full report presents results of the Program for the International Assessment of Adult Competencies (PIAAC). Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The full report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale. Literacy and numeracy results are reported at Below Level 1, Level 1, Level 2, Level 3, and Level 4/5; problem solving in technology-rich environments is reported at Below Level 1, Level 1, Level 2, and Level 3. The report includes results for groups of adults as defined by various demographic characteristics (e.g., gender, age, race/ethnicity, and level of educational attainment) and level of skill use in and outside of work. Overall results in literacy and numeracy are compared to results from previous international assessments. (Contains 35 tables.) [To view the full report, "Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008." see ED544452.]
- Published
- 2013
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