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- 1. THE FEDERAL RESPONSE TO PIAAC FINDINGS Meredith.Larson @ ed.gov, IES Heidi.Silver-Pacuilla @ ed.gov, OCTAE A Call for Research, Engagement, and Action 1
- 2. Overview Introductions Research trends Call to action Intersections of skills and quality of life issues Importance of interdisciplinary work New resources 2
- 3. What do they mean for researchers of adult learners? Research trends3
- 4. Adult learner research Large field that includes Formal and informal learning Workforce training Basic academic skills Life skills Family literacy Etc. 4 Too large to try and discuss trends within the various areas but…
- 5. What have we found? 5 Overall, things aren’t as good as they should be: Low skills across the board Poor access to high-quality services, especially in some areas and for some students Little evidence of effective interventions that can be used on large scale
- 6. State of adult learner research Background context Skepticism about the rigor of adult learner research Realization of the difficulty in conducting and interpreting research with these learners Foreground considerations Growing concerns about competitiveness Increased focus on standards and accountability 6
- 7. Mounting calls for research “Sustained and systematic research is needed to (1) identify instructional approaches that show promise of maximizing adults’ literacy skill gain, (2) develop scalable instructional programs and rigorously test their effectiveness; and (3) conduct further testing to determine for whom and under what conditions those approaches work.” Improving Adult Literacy Instruction: Options for Practice and Research (NRC, 2012). 7
- 8. Our federal role in this 8 IES and OCTAE believe that researchers have a large role in improving outcomes. Through the research we support and the outreach to stakeholders we conduct, we encourage these connections. And now is time to engage and advance.
- 9. Why now… 9 Programme for the International Assessment of Adult Competencies
- 10. 10
- 11. Why the PIAAC matters 11 Because it raises national and local concerns Because it highlights what many in the field may have believed but couldn’t prove broadly Because it gives us a way into the conversation
- 12. Why research matters 12 Adult learners’ outcomes and futures can improve. Appropriate, scalable, effective solutions can be found. What we need - A number of people from various groups working together to identify the right research questions, find the proper design, and share the results with the necessary stakeholders.
- 13. Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States Call to action13
- 14. 10/8 PIAAC International Report Released 10/18 NCES (ED) Releases U.S. specific data in “First Look” report 11/12 OECD releases “Time for U.S. to Reskill?” looking at low-skilled adults in PIAAC & ED announces national engagement process 11/20 ED hosts kick- off engagement session with national organizations and Federal partners 12/10 Philadelphia Engagement Session with Mayor’s Commission on Literacy 12/18 Chicago Engagement Session with Joyce Foundation 1/8 Redwood City, CA Engagement Session with Wadhwani Foundation 1/15 Cleveland, MS Engagement Session with Delta State University 1/21 Fall River, MA Engagement Session with UMASS Dartmouth and Rep. Kennedy and Rep. Keating OCTAE engagement sessions
- 15. U.S. Conference of Mayors Seattle: Business Leaders Seattle: NW Indian College and CBOs State Directors of Adult Education Labor Union Leaders National Skills Coalition National Coalition for Literacy Adult Learners Disability Thought Leaders WH Initiatives and Equity Organizations Practitioner Webinar Consortium of Chief Learning Officers OCTAE engagement sessions
- 16. • Shared responsibility • Equity and access • Quality of instruction • Data-driven and evidence-based • Innovation, ideas, and interventions Guiding principles
- 17. The PIAAC data clearly show the interrelated and synergistic nature of academic, digital literacy, and employability skills. Foundation skills are a combination of literacy, numeracy, and English language skills (i.e., listening, reading, writing, speaking in English, digital literacy, and the use of mathematical ideas), and employability skills required for participation in modern workplaces and contemporary life. Foundation skills - definition
- 18. 18 1. Create joint ownership of solutions. 2. Expand opportunities for adults to improve foundation skills. 3. Make career pathways available and accessible in every community. 4. Ensure all students have access to highly effective teachers, leaders and programs. 5. Align policies and programs to integrate services. 6. Increase return on investment in skills training for business, industry and labor. 7. Commit to closing the equity gap for vulnerable subpopulations. Seven transformational strategies
- 19. Skills and quality of life Intersections19
- 20. Trust, social inclusion, efficacy 20
- 21. Health disparities U.S. adults with low literacy skills are 4X more likely to report fair/poor health than adults with higher skills. This is twice the international average. (Blue chart is literacy proficiency; purple is PSTRE.) 21
- 24. Role of families All parents need strong foundation skills to earn a family-sustaining wage, support their children’s academic growth, socio- emotional and physical health, and contribute to their communities… Making Skills Everyone’s Business, 2014 24
- 25. Digital problem solving 25 150 200 250 300 350 Level 3 Level 2 Level 1 Opted out of CBA Failed ICT core Below Level 1 No computer experience Literacy Score United States
- 26. Immigrant integration - literacy 0 5 10 15 20 25 30 35 40 Born in U.S. (85%) Not Born in U.S. (15%) Percentageofsubpopulation Below Level 1 Level 1 Level 2 26
- 28. Use of skills at work 28
- 29. Use of skills by age cohort 29
- 31. So where do we go from here? 31 As a nation, we need to repair and reinvest. We need help to navigate through the possibilities. Research acts as a guide.
- 32. Whose needs do we serve? 32 Research needs to serve the interest of multiple stakeholders: students, teachers, policymakers, communities, and even research itself.
- 33. How can we meet their needs? 33 Working in partnership across communities Expanding the relevancy and usefulness of our research Increasing the rigor of our methods Building bridges (e.g., working interdisciplinarily)
- 34. Expand relevance 34 Research’s (perceived) relevance affects impact. Can the information be acted upon? Can it affect policy and/or practice? How far does it generalize? Does it focus on too small a group of learners? How easily can it be understood or used? Does it gloss over too many subtleties that it becomes difficult to interpret?
- 35. Increase rigor 35 We know that the research question guides the design: Population/Sample Design: Experimental design? Qualitative? Quantitative? Types of analyses We believe that the questions now are so complex that they warrant more complex designs.
- 36. Build bridges 36 We face this complexity and ultimately become more relevant and rigorous by engaging others. Use mixed methods within the education research community Work across fields (economists, psychologists, communication disorders, political science)
- 37. Examples of mixing methods 37 Exploratory work Administrative data with student and teacher interviews Development work Log files of student computer use with focus groups and interviews Evaluation work Standardized assessments with observations of implementation fidelity
- 38. Examples of interdisciplinary work38 Center for the Study of Adult Literacy (CSAL) Adult education, education techonology, special education, psychology, psychometricians, etc. Basic cognitive science work – Collaborations with cognitive psychologists and trained adult education researchers
- 39. New resources39
- 40. New datasets of interest PIAAC Data International Data Explorer OECD’s: http://piaacdataexplorer.oecd.org/ide/idepiaac/ IES/NCES’s: http://nces.ed.gov/surveys/international/ide/ PIAAC Resources and Slide Presentations www.piaacgateway.com 40
- 41. New datasets of interest QuickStats and PowerStats: http://nces.ed.gov/datalab/powerstats http://nces.ed.gov/datalab/quickstats Can be used for analyzing postsecondary datasets, e.g., the National Postsecondary Student Aid Study (NPSAS): http://nces.ed.gov/surveys/npsas/ The Education Data Analysis Tool (EDAT): http://nces.ed.gov/edat download NCES survey datasets to your computer DataLab: http://nces.ed.gov/datalab/ for more information about IES/NCES data sets 41
- 42. THANK YOU! 42
Notas del editor
- What’s happening in research with adult learners and what does it mean for researchers of adults (Meredith) International research trends How current research trends impact the nation Seeing ourselves within the opportunities; making allies cross-disciplinary
- Education research in general often faces criticism and skepticism, but within education research, research on adult learners often faces even more skepticism. It can be a difficult context in which to work, and even identifying the correct research questions can be hard and ripe with political landmines. That said, there is an ever growing awareness of a need for research. More and more, we as a nation are becoming aware of how crucial lifelong learning is to our economy and quality of life, and everyone from the students to the president are asking for greater program accountability. So how do we balance these things? How do we help address the community’s concerns and improve outcomes (all of them) for adult learners in an area such as adult education? What is wanted? What is needed?
- Various studies and reports on adult learning and skills have been commissioned in the past few years, and common call is for more research. For example, the National Research Committee released a review of research on adult literacy and noted quite clearly that there is a dearth of research here and that more is need at all levels (from basic science to program evaluation)
- Sessions focused on Consultation Paper Regional Responder Panel included local leaders Each session engaged 35-50 individuals Regional HHS, DOL, Commerce and ED staff participated Employed professional facilitators and court recorders to produce transcripts of small group discussions Site visits and roundtables with practitioners and students held prior to engagement sessions Time to Reskill Toolkit was available for communities to use for local engagement sessions; we received over 2 dozen submissions
- The red lines are the U.S. averages. So the lowest red line shows that 4% of all adults scored below Level 1, the next red line shows that 14% scored at Level 1 and then the top red line shows that 33% scored at Level 2. For Blacks, 7% scored Below Level 1; 28% (twice the average) scored in Level 1, and 41% in Level 2. For Hispanics, the rates are 15% in Below Basic (more than 3X the average), 28% in Level 1 (twice the average), and 36% in Level 2.
- In the U.S., adults with low educated parents (no college) are 10X more likely to have low skills than adults with at least one college-educated parent. In all countries, but particularly in the United States, adults born to better-educated parents tend to have stronger literacy skills. Among 16-24 year-olds, the association is much weaker and is close to the average across all participating countries. This latter finding might reflect growing equity in the education and training system over time. Alternatively, it might reflect the fact that the impact of parents’ education is not fully apparent until later in life. In all countries, but again more so in the United States, low-educated adults from disadvantaged backgrounds are particularly likely to have low skills.
- The level of proficiency of digital problem solving closely mirrors literacy proficiency in the US, and the U.S. literacy score is lower than average for those with low digital problem solving skills. The literacy score for digital problem solving Level 1, Level 2, Level 3 in the U.S. is not statistically different from the int’l average.
- In numeracy, U.S. gaps larger by educational attainment, income, and skill level of job, but similar to international average by employment status.
- So how does the federal government and researchers such as yourselves fit into this? Whose needs must we attend to as federal agencies, and who do researchers feel compelled to help? In short – everyone. We need to consider students, teachers, policymakers, communities, and – yes – even science.
- By improving the way we do research – this means a number of things, but at the heart of the matter is that we need to make better use of all our tools and seek out new ways to test, explore, and contextualize By working in partnership to ensure that we are addressing the questions that people have and that our findings are getting to and are understood by the necessary stakeholders By making the links to other areas – research, policy, etc. – even more obvious; linking ourselves to research narratives that people are already familiar with and showing how this area relates to It is not enough to keep with the status quo, even methodologically. Education research, broadly, is incorporating methods more common to other disciplines including social network theory, EXAMPLES.
- The research itself can be flawless, but if people don’t see its relevance, it won’t have the impact it could. It may affect research and theory, but its use outside of academia may be limited. So what influences research’s relevance? It’s practicality and obvious connection to “real-world” applied problems. The stronger these things, the better. It’s ability to generalize to different settings or problems also affects how people perceive it. We may learn a lot about a single program or cluster of students, but does that allow us to help the broader community? At the same time, are the results hard to contextualize and interpret because they don’t address some of the subtleties in the environment?
- At every step along the way, mixing methods allows researchers to address the public’s need for numbers and context. For example, administrative data, assessments, log files, things of these sort can provide us with results that can be compared broadly, but they may not help us understand why things work or don’t or who they have the largest impact on. Qualitative work can shed light on these elements. Similarly, quantitative work can help “validate” a researcher’s findings and increase the ability of policymakers and practitioners to build argument for a change in policy or practice.
- Importance of interdisciplinary work/multi-methods (Meredith) quote on importance of mixed methods from RFA need to improve generalizability of research for adult serving entities need to map out evidence on what we know about instruction for whom
- Importance of interdisciplinary work/multi-methods (Meredith) quote on importance of mixed methods from RFA need to improve generalizability of research for adult serving entities need to map out evidence on what we know about instruction for whom