2013 International Survey of Adult Skills

1. Fall Webinar October 30, 2013 2013 International Survey of Adult Skills

2. Housekeeping Your Participation • Open and hide your control panel • Join audio: • Choose “Mic & Speakers” to use VoIP • Choose “Telephone” and dial using the information provided • Submit questions and comments via the Questions panel

3. Agenda Welcome: Sharon Bush, LFN President, Grand Victoria Foundation LFN Update: Kim Scott, LFN Executive Director 2014 LFN Symposium National Results and Equity Collaborative Attendance Awareness Month New Member Spotlight: Joe Welsh, Administration Manager ,Community Impact United Way of Allegheny County Featured Presentation: 2013 International Survey of Adult Skills Eugene Owen, PIAAC National Project Manager, National Center for Education Statistics Respondents: Gail Spangenberg, President & Founder, Council for Advancement of Adult Literacy Jeff Carter, Board Member, National Coalition for Literacy Closing: Sharon

4. 2014 LFN Symposium Save the Date! February 17-18, 2014 The Symposium will be held once again in partnership with Literacy Powerlineand the National Center for Family Literacy and will take place at the Renaissance Washington, DC Downtown Hotel, in the heart of Penn Quarter.

5. National Results and Equity Collaborative • Initiative adopted by LFN in 2013 • Working in partnership with Choice Neighborhoods, Campaign for Grade-Level Reading, Center for the Study of Social Policy, Coalition for Community Schools, Promise Neighborhoods Institute, Results Leadership Group and United Way Worldwide. • This initiative will enable us to: • tap into the a growing collective knowledge base, tools and technical assistance to support evidence-based strategies proven to lead to results; • recognize the importance of investing in community capacity – the necessary skills and knowledge – to do the results work; • define a set of common and powerful results and measures to which communities and initiatives add their unique indicators of progress, resulting in a common language about what the most important results are for children, families and communities, and agreement about what indicators are strong predictors of progress; and • measure progress and results with common toolsthat that can translate among different approaches to strategy development, aggregate and geo-map data (population level and individual), connect peers across the country and help coalitions and leaders keep track of collective action in ways that demonstrate both the costs and benefits of improved results.

6. Attendance Awareness Month Attendance Awareness Month Partnership Results The Literacy Funders Network received a huge thank you for participating in Attendance Awareness Month as a national partner. This was the first time for this effort and the results exceeded everyone’s wildest dreams. Consider the numbers: • 1,318 people from 49 states and the District of Columbia joined the Attendance Awareness listserv • 249 schools and communities from 42 states and the District of Columbia pinned events and activities on the Community Action Map • 155 news articles, blogs and commentary pieces appeared in media outlets in 28 states • At least four governors and 20 mayors issued proclamations • The Count Us In! toolkit was downloaded 13,200 times, and the banners and flyers, 14,700 times. • The parting message on Sept. 30 was sent to 189,000 Facebook and Twitter accounts at the same moment, courtesy of the folks who participated in our Thunderclap. The message was simple: #SchoolEveryDay = School Success!

7. Member Spotlight Joe Welsh Administration Manager, Community Impact United Way of Allegheny County www.uwac.org

8. Roles: Funder Implementer Intermediary Focuses: Education Income Health Call to Action: Give - Advocate - Volunteer

9. Allies for Children

10. Allegheny CountyEarly Literacy Team Establish a common language & messaging Leverage existing resources Provide shared learning opportunities • Best Practices, Networking & Collaboration Create High-Level Branding Measure & Report Data

11. Contact Information Joe WelshAdministration Manager, Community ImpactUnited Way of Allegheny County Tel. (412) 456-6740 |  joe.welsh@uwac.org

12. Featured Presentation Highlights from the Program for the International Assessment of Adult Competencies (PIAAC), 2012 Eugene Owen PIAAC National Project Manager National Center for Education Statistics (NCES) Washington, DC October 30, 2013

13. What is PIAAC? • International large-scale assessment administered in 2011-12 in 23countries • 16- to 65-year-olds, non-institutionalized, residing in the country, irrespective of nationality, citizenship, or language status • Laptop computer or paper-and-pencil: • In the U.S., 80% took the computer tests and 15% took the paper-and-pencil tests. • Assessment subjects: • Literacy, Numeracy, and Problem Solving in Technology-Rich Environments • Conducted in English in the U.S.: • 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.

14. Participating countries

15. What PIAAC reports Average Scores: Reported on a scale of 0-500 for all domains. Proficiency Levels: Reported as the percentages of adults scoring at six performance levels in literacy and numeracy and at four performance levels in problem solving in technology-rich environments.

16. Literacy proficiency levels Level 5 Level 4 Level 3 Level 2 Level 1 Below Level 1

17. Literacy example item

18. Literacy example item

19. U.S. PIAAC Findings

20. U.S. average literacy score (270) lower than the international average (273) Lower than in 12 countries: Japan, Finland, Netherlands, Australia, Sweden, Norway, Estonia, Flanders-Belgium, Czech Republic, Slovak Republic, Canada, Republic of Korea Not significantly different than in 5 countries: England and Northern Ireland- U.K., Denmark, Germany, Austria, Cyprus Higher than in 5 countries: Poland, Ireland, France, Spain, Italy

21. Seven countries had higher percentages of adults reaching the highest proficiency level (4/5) in literacy Median Median Below level 1 range: 0-175 Level 1 range: 176-225 Level 2 range: 226-275 Level 3 range: 276-375 Level 4/5 range: 376-500

22. Higher proportion of U.S. adults at the bottom levels of literacy

23. U.S. average numeracy score (253) lower than the international average (269) Lower than in 18 countries: Japan, Finland, Flanders-Belgium, Netherlands, Sweden, Norway, Denmark, Slovak Republic, Czech Republic, Austria, Estonia, Germany, Australia, Canada, Cyprus, Republic of Korea, England and Northern Ireland- U.K., Poland Not significantly different than in 2 countries: Ireland, France Higher than in 2 countries: Italy, Spain

24. Fifteen countries had higher percentages of adults reaching the highest proficiency level (4/5) in numeracy Median Below level 1 range: 0-175 Level 1 range: 176-225 Level 2 range: 226-275 Level 3 range: 276-375 Level 4/5 range: 376-500

25. Higher proportion of U.S. adults at the bottom levels of numeracy

26. U.S. average problem solving in technology-rich environments score (277) lower than the international average (283) Lower than in 14 countries: Japan, Finland, Australia, Sweden, Norway, Netherlands, Austria, Denmark, Czech Republic, Republic of Korea, Germany, Canada, Slovak Republic, Flanders-Belgium Not significantly different than in 4 countries: England and Northern Ireland- U.K., Estonia, Ireland, Poland

27. Eight countries had higher percentages reaching the highest proficiency level (3) in problem solving in technology-rich environments Median Below level 1 range: 0-240 Level 1 range: 241-290 Level 2 range: 291-340 Level 3 range: 341-500

28. Higher proportion of U.S. adults at the bottom levels of problem solving in technology-rich environments

29. Only oldest U.S. adults outperformed the international average in literacy *p < .05. U.S. average score is significantly different from PIAAC international average.

30. Least educated adults below the international average in literacy *p < .05. U.S. average score is significantly different from PIAAC international average.

31. Employed adults in the U.S. had lower average literacy scores than their peers internationally *p < .05. U.S. average score is significantly different from PIAAC international average.

32. U.S. White adults had higher average literacy scores than either Black or Hispanic adults *p < .05. Average score is significantly different from White average.

33. U.S. gaps in literacy scores larger than international average by parental education and nativity status

34. In literacy, U.S. gaps larger by educational attainment and skill level of job, but similar to international average by income and employment status

35. U.S. gaps in literacy scores similar to international average by gender, smaller by age, and larger by health status

36. U.S. average literacy score in 2012 not significantly different from 2003, but lower than in 1994 *p < .05. Average score is significantly different from PIAAC.

37. U.S. average numeracy score in 2012 lower than in 2003 *p < .05. Average score is significantly different from PIAAC.

38. U.S. PIAAC Findings Summary: U.S. PIAAC Findings Summary: • Lower overall scores than international average in all subjects • Higher percentages of low performers than internationally • Larger gaps between less advantaged and more advantaged peers in literacy and numeracy, but not in problem solving in technology-rich environments • Relatively lower performance of young adults and those with high school education or less • Relatively higher performance of older adults in literacy and problem solving in technology-rich environments

39. Release Schedule Released in October 2013 • OECD PIAAC International Report (October 8th2013) • PIAAC International Technical Report: an authored report by OECD (October 8th 2013) • NCES PIAAC National Report: “First Look” Report (October 18th2013) Will be Released between November 2013 to February 2014 • OECD authored US country report (November 12, 2013) • NCES PIAAC Web Portal • Data Explorer (NCES) • US National Technical Report (NCES) • Public use data file (NCES) • Restricted use data file (NCES) • OECD Education and Skills Online (E & S Online)

40. Time for the United States to Reskill? What the Survey of Adult Skills Says(An OECD authored report) • Funded by the Office of Vocational and Adult Education, U.S. Department of Education • Report will: • Interpret the U.S. main findings • Offer a detailed profile of low-skilled adults in the U.S. • Identify policy implications and offer broad policy recommendations for the U.S. • Be released on November 12th in Washington, D.C. • More detailed information regarding this event will be posted at www.piaacgateway.com

41. NCES PIAAC Web Portal Content • Literacy, numeracy, and problem-solving in technology-rich environments proficiency levels by: • Country of birth • Informal training • Health status • Profile of the employed by: age, gender, whether they are born in the United States, education, industry of employment, occupation, and earnings • Profile of the unemployed by: age, gender, whether they are born in the United States, and education

42. NCES PIAAC Data Explorer • Interactive online data tool that allows users to produce customized PIAAC reports • Data displayed and exported in a variety of formats, including: • Tables • Charts • Maps

43. What Is Education and Skills Online Education and Skills (E&S)Online Education and Skills Online Components Uses and Benefits

44. What is Education & Skills Online • A joint initiative of the OECD and the European Union • Anassessmenttooldesignedtoprovide individual level resultslinkedtoPIAAC • Measures both cognitive and non-cognitive skills • Downloadable on demand over the internet and includes technical support • Available in multiple languages/versions • In the US it is available both in English and Spanish

45. Education & Skills Online components • Background Questionnaire • Cognitive Items: • Literacy • Numeracy • Problem-solving in Technology rich environment (optional) • Reading Components (optional) • Optional Non-Cognitive Module • Reporting Scores: • Proficiency levels • Descriptive reports of strengths and weaknesses in the skill areas assessed • Summary information for each of the non-cognitive areas • Comparative information for both the cognitive and non-cognitive areas

46. Uses and benefits of Education & Skills Online • Appropriate for use in both educational and workplace settings • Can be used to evaluate classes, programs or any group of respondents • Organizations will have access to their database for further analyses • Tests cover a wide range of skills and domains • Individuals and organizations have flexibility to determine which skills to assess

48. For more information PIAAC PIAAC at NCES: http://nces.ed.gov/surveys/piaac/ http://piaacgateway.com/ ‎ Contact: Eugene Owen NCES 202-502-7422 Eugene.Owen@ed.gov

49. Respondents • Gail Spangenberg • President & Founder • Council for Advancement of Adult Literacy • gspangenberg@caalusa.org • www.caalusa.org • Jeff Carter • Board Member • National Coalition for Literacy • jcarter@literacypolicy.org • http://literacypolicy.org/

50. Closing: Sharon Bush Thank you for attending! Any further questions/comments please contact Kim Scott Phone: 315.857.6960 Email: kim@literacypowerline.com Website: funders.literacypowerline.com