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This paper is part of a project entitled 'The expression, experience and transcendence of low skills in Aotearoa New Zealand', which aims to provide policy recommendations to improve life-course trajectories and socio-economic outcomes of adults living with low literacy and/or numeracy (L+N) skills. The paper examines the life-course trajectories of a cohort of [New Zealand] NZ youth who participated in [Programme for International Student Assessment] PISA 2009 when they were 15-years old by using linked administrative data to track their outcomes until 2020. PISA is a worldwide study that assesses key competencies of 15-year-old students, with a focus on reading, mathematics and science. This paper compares the outcomes of the nearly one-fifth of NZ students who were assessed at below Level 2 in either reading or mathematics (or both), which the OECD considers to be a 'baseline' level of proficiency, with those at or above this baseline.

It finds that students with low measured skills have less favourable outcomes in a number of areas. They have lower rates of participation in, and completion of, further education. They also have lower employment rates and average earnings, with labour market differences between the low-skills and above-baseline groups being particularly stark among women. Those in the low-skills group also have higher rates of hospitalisation and non-admitted secondary care events, as well as higher rates of criminal offending and convictions. Outcomes for Maori in both the low-skills and above-baseline groups are less favourable than those of their NZ European counterparts. For example, Maori with above-baseline skills have similar average earnings to NZ Europeans in the low-skills group.

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This paper is part of a project entitled 'The expression, experience and transcendence of low skills in Aotearoa New Zealand', which aims to provide policy recommendations to improve life-course trajectories and socio-economic outcomes of adults living with low literacy and/or numeracy (L+N) skills. The paper examines the life-course trajectories of [New Zealand] NZ adults across different skill levels in literacy and numeracy. This is done by using skill information collected in a [Programme of International Assessment of Adult Competencies] PIAAC survey of the working-age adult population (aged 16-65 years). This sample is then linked with administrative data to track their life-course outcomes over the period of 2000 to 2020. The outcomes of the one-fifth of NZ working-age adults who were assessed at below Level 2 in either literacy or numeracy (or both) are compared with those at or above this baseline.

It finds that adults with low measured skills have less favourable outcomes in a number of areas. They have lower rates of educational attainment, lower employment rates and average earnings, higher rates of hospitalisation, and higher rates of criminal offending and convictions. In addition, outcomes for Maori and Pacific Peoples in both the low-skills and above-baseline groups are generally less favourable than those of their NZ European counterparts. For example, even among those with above-baseline skills, Maori and Pacific Peoples have lower average earnings than NZ Europeans. These findings are consistent with a companion paper (Meehan, Pacheco, and Schober, 2022) [available in VOCEDplus at TD/TNC 150.247] that follows the outcomes of 15-year-old students with low reading and mathematics skills through young adulthood. These results provide a quantifiable evidence base regarding the role of literacy and numeracy skills with respect to a range of well-being outcomes over the course of an individual's life.

Edited excerpts from publication and publisher's website. Show less