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Literacy and Numeracy Skills of Second- Generation Young Adults: a Comparative Study of Canada, France, Germany, the United Kingdom, and the United States

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Literacy and Numeracy Skills of Second- Generation Young Adults: a Comparative Study of Canada, France, Germany, the United Kingdom, and the United States Commissioned Paper July 2016 Literacy and Numeracy Skills of Second- Generation Young Adults: A Comparative Study of Canada, France, Germany, the United Kingdom, and the United States Authors: Jeanne Batalova Michael Fix Suggested Citation: Batalova, J. and Fix, M. (2016). Literacy and Numeracy Skills of Second-Generation Young Adults: A Comparative Study of Canada, France, Germany, the United Kingdom, and the United States. Retrieved [insert date], from [insert website]. Washington DC. This project has been funded by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education. This report is based on PIAAC data released in October 2013. The views expressed in this paper do not necessarily reflect the views or policies of the American Institutes for Research, National Center for Education Statistics, or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply their endorsement the U.S. Government. AIR-PIAAC Contact: Author Contact: Jaleh Soroui (AIR-PIAAC Director) Migration Policy Institute. Washington, D.C. Saida Mamedova (Senior Research Analyst) Jeanne Batalova at [email protected]; PIAACgateway.com and Michael Fix at [email protected]. [email protected] Literacy and Numeracy Skills of Second-Generation Young Adults: A Comparative Study of Canada, France, Germany, the United Kingdom, and the United States By Jeanne Batalova and Michael Fix1 Migration Policy Institute 1400 16th St NW Suite 300 Washington, DC 20036, USA www.migrationpolicy.org www.migrationinformation.org 1 For questions or comments contact Jeanne Batalova ([email protected]). Page | 1 Acknowledgments This report was commissioned by the American Institutes for Research (AIR) and funded through a contract with the National Center for Education Statistics (NCES). The authors acknowledge AIR and NCES for their support of this research. They are grateful to Jaleh Soroui, Saida Mamedova, and Emily Pawlowski of AIR for their valuable guidance through the data analysis and writing of this report and to five anonymous reviewers for their critical insights and helpful suggestions. They also wish to thank their MPI colleagues Demetrios G. Papademetriou, Michelle Mittelstadt, and Jie Zong who provided thoughtful comments on an earlier draft. Page | 2 TABLE OF CONTENTS EXECUTIVE SUMMARY ..................................................................................... 4 I. INTRODUCTION ......................................................................................... 6 A. Population and Country Focus of the Paper .............................................................................................. 8 B. Organization of the Report ............................................................................................................................. 9 II. SELECTED RESULTS FROM THE U.S. AND INTERNATIONAL LITERATURE ON THE SECOND GENERATION ........................................................................ 9 III. PIAAC DATA AND METHODOLOGY..................................................... 15 A. Limitations of the PIAAC Sample ................................................................................................................ 16 B. Limitations of PIAAC Data for the Purposes of This Research .......................................................... 17 IV. A SOCIOECONOMIC PROFILE OF YOUNG ADULTS BY GENERATION .... 18 A. Size and Shares ................................................................................................................................................. 18 B. Age ........................................................................................................................................................................ 19 C. Parental Status .................................................................................................................................................. 20 D. Language Spoken at Home ............................................................................................................................ 21 E. Early School Leaving among Youth Ages 16‐24 ..................................................................................... 22 F. Educational Attainment of Young Adults Ages 25 to 34 ...................................................................... 23 G. Parental Educational Attainment ............................................................................................................... 24 V. LITERACY AND NUMERACY SKILLS OF THE 16 TO 34 POPULATION ...... 25 A. Literacy and Numeracy Averages ............................................................................................................... 26 B. Proficiency Levels in Literacy and Numeracy ......................................................................................... 27 C. Skill Levels of the 16 to 34 Population by Generation and Country ................................................ 29 D. Additional Factors Mediating the Relationship between Generational Status and Skills ......... 30 VI. CONCLUSIONS ...................................................................................... 31 WORKS CITED ............................................................................................... 35 ABOUT THE AUTHORS .................................................................................. 42 Page | 3 Executive Summary Literacy and numeracy competencies are critical to social inclusion and economic success in today’s knowledge-based economies. Skills’ rising importance coincides with high sustained periods of migration worldwide and to the developed nations in particular. Countries can maximize immigration-related benefits, first, by fully utilizing the skills immigrants already have and, second, by assisting newcomers and their children to develop workplace and language skills needed to succeed in the knowledge-based economics. This analysis follows an earlier MPI report that used the 2012 Program for International Assessment of Adult Competencies (PIAAC) to examine the competencies of adult immigrants (ages 16 to 65) in the United States, comparing their outcomes to the second generation and to the total U.S. adult population. We carry that work forward here by examining the sociodemographic characteristics and literacy and numeracy skills of first- and second- generation young adults (ages 16 to 34) in five countries that have received substantial numbers of immigrants since the end of the Second World War: Canada, France, Germany, the United Kingdom, and the United States. We focus on the young adult population as it is in a crucial phase of the life cycle that will determine its future economic and social trajectories and one where returns on public and private investments in skills are likely to be high. The young adult population in these countries is also of research and policy interest as substantial shares are composed of first- and second-generation2 children of immigrants: about 40 percent in Canada and 25-30 percent in the other study countries. The PIAAC represents the largest and most innovative direct assessment of adults’ literacy and numeracy undertaken to-date. Of critical importance for our purposes is the substantial sample of immigrant-origin3 “millennials” (young adults between ages 16 to 34) for each of the countries examined. The survey includes standardized questions on the nativity of respondents’ parents that allow us to identify and compare first, second, and third generations. In addition, the survey’s common definitions of schooling and uniform assessment of literacy and numeracy skills make cross-country comparisons of education and competencies possible. Key Findings Within all five study countries first-generation young adults (16 to 34) lagged the literacy and numeracy skills of the second and third generations substantially, as shown in the figure below. Young immigrant adults in Canada had the highest literacy and numeracy scores; those in France and the United States, the lowest. These results owe to very different criteria for immigrant admission and therefore the different composition of the countries’ immigrant populations (in terms of age and period of arrival, language skills, levels and quality of education, e.g.) as well as differing integration contexts across the three countries (eligibility of newcomers for public and 2 Following the OECD definition, this report defines immigrants (also referred to as the foreign born or the first generation) as persons born abroad regardless of their citizenship. The second generation refers to persons born in the study country with one or more foreign-born parents. The third-plus generation refers to young adults with both parents born in the study country. The terms native born and natives are used interchangeably to refer to those who were born in the study country. The first generation includes a small number of people who were born abroad with one native-born parent. The third generation includes a small number of people who were born abroad with both native-born parents. The generational analysis is based on the PIAAC’s variable imgen with valid cases. 3 Together, the first and second generations make up the immigrant-origin population. Page | 4 social benefits, adult education and language training, public and employer-supported skills training programs, e.g.). Average Literacy and Numeracy Scores
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