Schooling, Literacy, Numeracy and Labour Market Success

Abstract

The present paper uses data from the 1996 Australian Aspects of Literacy survey to examine the effects on labour market outcomes of literacy, numeracy and schooling. The survey includes a range of literacy and numeracy variables that are highly intercorrelated. A 'general to specific' approach identifies the most relevant literacy and numeracy variables. Including the others adds little explanatory power. Among males and females separately, approximately half of the total effect of schooling on labour force participation and on unemployment can be attributed to literacy and numeracy (the indirect effect) and approximately half to the direct effect of schooling. There is apparently no indirect effect of labour market experience through literacy and numeracy on participation or unemployment. The direct and total effects of experience are the same. Similarly, the direct and total effects of literacy and numeracy are reasonably similar to each other.

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

“…Moreover, mathematical proficiency is associated with greater labor market success (Chiswick, Lee, & Miller, 2003), better medical decision making (Reyna, Nelson, Han, & Dieckmann, 2009) and lower mortgage default rates (Gerardi, Goette, & Meier, 2013). It is also a major target in primary schools (Kilpatrick, Swafford, & Findell, 2001).…”

OECD Reviews of Vocational Education and Training: A Learning for Jobs Review of Belgium Flanders 2010

“…It is argued that literacy and numeracy skills underpin the development of problem-solving and communication skills (Levy and Murnane, 2004). Strong literacy and numeracy skills are associated with better earnings and employment rates, as indicated by studies from Australia (Chiswick, Lee and Miller, 2002) These findings suggest that VET programmes that currently contain limited general education (BSO, DBSO, apprenticeships) should contain a stronger core set of general skills and offer support to those who have basic skill problems. A stronger general education component, common across all VET programmes, would make all students better prepared for the labour market and more capable of benefitting from further education and training opportunities.…”

Assessing Accomplished Teaching

“…For example, economists routinely use achievement test scores as indicators of student learning, understanding that the scores are not perfect as indicators of learning but are the best quantitative measures available for statistical analyses (e.g., Rivkin, Hanushek, and Kain, 2005). Achievement test scores, in particular, have been found to be correlated with other outcomes, such as high school completion, college enrollment and completion, job status, future earnings, and other measures of success (e.g., Carnevale, Fry, and Lowell, 2001;Chiswick, Lee, and Miller, 2002;Jencks et al, 1979;McIntosh and Vignoles, 2001;Sewell, Hauser, and Featherman, 1976;Tyler, Murnane, and Willett, 2000).…”