[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583504-105":59,"doc-detail-583504-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","too-big-to-fail-millennials-on-the-margins","Too Big To Fail: Millennials on the Margins","","The report examines how cognitive and workplace skills shape individual life outcomes and societal well-being, focusing on U.S. millennials at the time of the first PIAAC assessment. It frames the policy and labor-market context created by technology, globalization, and rapid change, then discusses the concept of disconnection. Using PIAAC evidence, it analyzes low-skilled millennials by gender, race/ethnicity, nativity status, and language, and explores transitions and social capital, concluding with implications for practice and 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skills framework does the report use to study millennials?","Question",{"text":112,"@type":113},"The report uses data from PIAAC, the Programme for the International Assessment of Adult Competencies, which measures adult skills in relation to real-world contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which age group defines “millennials” in this analysis?",{"text":117,"@type":113},"The report focuses on U.S. millennials who were 16–34 at the time of the first PIAAC assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report analyze low-skilled millennials?",{"text":121,"@type":113},"It describes low-skilled U.S. millennials and examines differences by gender, race/ethnicity, and nativity status and language.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583504,1792171564,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Too Big To Fail:  \nMillennials on the Margins  \nAnita Sands and Madeline Goodman  \nTable of Contents  \nPreface ........................................................................................ 1  \nIntroduction ............................................................................... 3  \nSetting the context ................................................................4  \nExpanding the Notion of Disconnection ................................. 6  \nThe Millennial Generation ........................................................ 8  \nUnderstanding PIAAC................................................................ 9  \nLow-Skilled U.S. Millennials .................................................... 11  \nWho Are Our Low-Skilled Millennials?................................... 18  \nGender .................................................................................. 18  \nRace/ethnicity ....................................................................... 19  \nNativity status and language ..............................................20  \nMillennials in Transition..........................................................22  \nSocial Capital ............................................................................30  \nImplications ..............................................................................33  \nAppendices ...............................................................................35  \nAppendix A: Detailed tables ...............................................35  \nAppendix B: PIAAC proficiency levels ................................43  \nThis report was written by:  \nAnita Sands  \nMadeline Goodman Educational Testing Service  \nThe views expressed in this report are those of the authors and do not necessarily reflect the views of the officers and trustees of Educational Testing Service.  \nCopyright © 2018  \nEducational Testing Service. All rights reserved.  \nETS, ETS logo and MEASURING THE POWER OF LEARNING are registered Trademarks of Educational Testing Service (ETS). All other trademarks are the property of their respective owners.  \nApril 2018  \nETS Center for Research on Human Capital and Education  \nResearch and Development Educational Testing Service Rosedale Road  \nPrinceton, NJ 08541-0001  \nAcknowledgments  \nThe authors wish to acknowledge the contributions of many individuals who played an important role in the preparation of this report. First, the authors want to thank the following reviewers for their thoughtful comments and suggestions: T.J. Elliott, Patrick Kyllonen, Eugene Gonzalez, and John Sabatini of Educational Testing Service (ETS); and Richard Murnane, Harvard Graduate School of Education. The authors also wish to thank Irwin Kirsch, ETS; Henry Braun, Lynch School of Education at Boston College; Richard Coley (retired, ETS), and Neeta Fogg, Paul Harrington, and Ishwar Khatiwada of the Center for Labor Markets and Policy at Drexel University for their thoughtful feedback on the paper. While those who reviewed the paper provided valuable comments, all errors of fact or interpretation are those of the authors. Weare also grateful for the editorial and data support from Larry Hanover, Shelley Keiper, and Janice Lukas. Finally, we appreciate the production support from Nicole Fiorentino, Phillip Leung, and Darla Mellors.  \nPreface  \nOver the past decade, we at the Center for Research on Human Capital and Education at ETShave been using data from national and international comparative surveys to better understand the importance of key cognitive and workplace skills in the lives of individuals. Oneof the clear messages emerging from this work is that skills exert a significant influence not only on individual life outcomes but on the well-being of our societies.  \nThe demands of technologically infused economies, the rapid pace of change, and global competition have profoundly altered the ways adults work and live. Technology and globalization have transformed the workplace and i","cbCaiopEnzrWNr1H","https://ap.wps.com/l/cbCaiopEnzrWNr1H","pdf",1374137,58,"English","# Preface\n## Setting the context\n# Expanding the Notion of Disconnection\n# The Millennial Generation\n## Understanding PIAAC\n## Low-Skilled U.S. Millennials\n# Who Are Our Low-Skilled Millennials?\n## Gender\n## Race/ethnicity\n## Nativity status and language\n# Millennials in Transition\n# Social Capital\n# Implications\n# Appendices\n## Appendix A: Detailed tables\n## Appendix B: PIAAC proficiency levels","[{\"question\":\"What skills framework does the report use to study millennials?\",\"answer\":\"The report uses data from PIAAC, the Programme for the International Assessment of Adult Competencies, which measures adult skills in relation to real-world contexts.\"},{\"question\":\"Which age group defines “millennials” in this analysis?\",\"answer\":\"The report focuses on U.S. millennials who were 16–34 at the time of the first PIAAC assessment.\"},{\"question\":\"How does the report analyze low-skilled millennials?\",\"answer\":\"It describes low-skilled U.S. millennials and examines differences by gender, race/ethnicity, and nativity status and language.\"}]","Too Big To Fail: Millennials on the Margins | PDF",1792047470,146]