1. PIAAC results tell a story about the systemic nature of the skills deficit among U.S. adults. Overview of U.S. Results: Focus on Numeracy

2. How did we do compared to other countries? The U.S. ranked lower than most other countries in all three domains. The US ranked better in Literacy than in Numeracy or Problem Solving in technology-rich environments. Literacy Japan Finland Netherlands Australia Sweden Norway Estonia Flanders-Belgium Slovak Rep. Germany France Czech Rep. Canada Italy Spain U.K. Denmark United States Ireland Poland Cyprus Austria Korea, Rep. of Japan Finland Flanders-Belgium Netherlands Sweden Norway Denmark Slovak Rep. Czech Rep. Austria Estonia Germany Australia Canada Cyprus Korea, Rep. of U.K. Poland Ireland France United States Italy Spain Numeracy Japan Finland Australia Sweden Norway Netherlands Austria Denmark Czech Rep. Korea, Rep. of Germany Canada Slovak Rep. Flanders-Belgium U.K. Estonia United States Ireland Poland Italy Spain Cyprus France PS-TRE

3. Scores on literacy ranged from 296 (Japan) to 250 (Italy) U.S. scores were: Lower than in 12 countries Not significantly different than in 5 countries Higher than in 5 countries The U.S. average literacy score (270) was lower than the international average (273). Literacy Japan Finland Netherlands Australia Sweden Norway Estonia Flanders-Belgium Slovak Rep. Germany France Czech Rep. Canada Italy Spain U.K. Denmark United States Ireland Poland Cyprus Austria Korea, Rep. of

4. The U.S. average is low because a higher proportion of U.S. adults are at the bottom levels (level 1 and below level 1) of literacy.

5. These descriptions of the PIAAC Proficiency Levels for Literacy define what adults can do at each level. Locate single piece of information in familiar texts. Read relatively short digital, print or mixed texts to locate single text. Make matches between text and information that may require low level para- phrasing and drawing low- level inferences. Identify, interpret, or evaluate one or more pieces of information and often require varying levels of inference. Perform multiple-step operations to integrate, interpret, or synthesize information from complex texts, and may require complex inferences. Integrate information across multiple, dense texts; construct syntheses, ideas or points of view; or evaluate evidence based arguments. Below Level 1 (0-175) Level 1 (176-225) Level 2 (226-275) Level 3 (276-325) Level 4 (326-375) Level 5 (376-500)

6. The U.S. average numeracy score (253) was also lower than the international average (269). Numeracy scores ranged from 288 (Japan) to 246 (Spain) U.S. scores were: Lower than in 18 countries Not significantly different than in 2 countries Higher than in 2 countries Japan Finland Flanders-Belgium Netherlands Sweden Norway Denmark Slovak Rep. Czech Rep. Austria Estonia Germany Australia Canada Cyprus Korea, Rep. of U.K. Poland Ireland France United States Italy Spain Numeracy

7. An even higher proportion of U.S. adults are at the bottom levels (level 1 and below level 1) of numeracy.

8. These descriptions of the PIAAC Proficiency Levels for Numeracy define what adults can do at each level. Perform basic tasks: counting, arithmetic operations with whole numbers. Perform one- step tasks: count; sort; arithmetic operations; understanding simple percent (ex. 50%). Perform 2 or more calculations, simple measurement; spatial representation; estimation; and interpret simple tables, graphs. Understand & work with mathematical patterns, proportions, basic statistics expressed in verbal or numerical form. Perform analysis, complex reasoning, statistics and chance; spatial relationships; and communica- ting well- reasoned explanations for answers. Understand complex abstract mathema- tical and statistical ideas, embedded in complex texts, draw inferences; arguments or models; justify, reflect on solutions or choices. Below Level 1 (0- 175) Level 1 (176-225) Level 2 (226-275) Level 3 (276-325) Level 4 (326-375) Level 5 (376-500)

9. The U.S. average digital problem solving* score (277) was also lower than the international average (283) Italy, Spain, Cyprus and France did not include this domain in their assessment Scores ranged from 294 (Japan) to 275 (Poland) U.S. scores were: Lower than in 14 countries Not significantly different than in 4 countries Higher than no other country (Italy, Spain, Cyprus and France did not participate) * Officially problem solving in technology-rich environments (PS-TRE) Japan Finland Australia Sweden Norway Netherlands Austria Denmark Czech Rep. Korea, Rep. of Germany Canada Slovak Rep. Flanders-Belgium U.K. Estonia United States Ireland Poland Italy Spain Cyprus France PS-TRE

10. A higher proportion of U.S. adults are also at the lowest levels of digital problem solving.

11. Tasks are well- defined involving use of only one function within a generic interface. Tasks require little or no navigation, and only a few steps to access information for solving the problem. There are few monitoring demands. Tasks require some navigation across pages and applications for solving the problem. Evaluating the relevance, some integration and inferential reasoning may be needed. Task may involve multiple steps and operators, navigation across pages and applications. There are typically high monitoring demands, and evaluation of relevance and reliability of information. Below Level 1 (0-240) Level 1 (241-290) Level 2 (291-340) Level 3 (341-500) These descriptions of the PIAAC proficiency levels for digital problem solving define what adults can do at each level.

12. More Results for Numeracy You can continue with this slide presentation to see more results for numeracy for the whole population or You can move right on to one of the Key Populations and Issues Modules here.

13. More Results for Numeracy

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

15. U.S. adults at every education level are below the international average in numeracy. *p <.05. U.S. average score is significantly different from PIAAC international average.

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

17. U.S. Black and Hispanic adults had lower average numeracy scores than White adults. *p <.05. Average score is significantly different from White average.

18. U.S. adults in every age group scored below the international average for their age group in numeracy. *p <.05. U.S. average score is significantly different from PIAAC international average.

19. U.S. adults at every income level scored lower in numeracy than the international average. *p <.05. U.S. average score is significantly different from PIAAC international average.

20. The gaps in numeracy scores in the U.S. are larger by educational attainment, by income, and by occupation than the international average.

21. The gaps in numeracy scores in the U.S. are larger than the international average by parental education, but not different by nativity status.

22. In numeracy, the gap in the U.S. is similar to the international average by gender, smaller by age, and larger by health status.

23. Slide Modules you can add to your presentation:  Sample tasks  Education and Skills Online  More PIAAC Resources  Modules focused on specific populations and issues.