Age of Learning English: How Does It Affect Education and Employment?

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1 DACSO Diploma, Associate Degree, & Certificate Student Outcomes Age of Learning English: How Does It Affect Education and Employment? A large percentage of the students in B.C. s public post-secondary system learned language, many. These students face challenges while studying, and they are likely to face greater challenges in the labour market when they have completed their studies. How do these former students rate their education? When they leave post-secondary, are they less likely than others to be employed? INFORMATION PAPER Volume 7 No. 1 Winter 2010 ISSN This paper is from a series presenting information on subjects of interest, using data from the British Columbia Diploma, Associate Degree, and Certificate Student Outcomes Survey. This Information Paper and others are available at gov.bc.ca/default/ Publications.aspx. Introduction It is well documented that language ability has an impact on social and labour market integration. There are many levels of language ability: learning a new language involves mastering the abilities to speak, to read and write, and to understand what is heard or read. While there is no way of assessing language ability using data from the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey, an examination of the 2008 DACSO respondents as an additional language can answer a number of questions about who they are, what programs they take, the education they have before and after their recent studies and their experiences entering the labour market. Former Students Twenty-one percent of the former students who responded to the 2008 DACSO Survey identified themselves as having learned English as a second or additional language; the majority by the age of 12. Overview Twenty-one percent of the respondents to the 2008 DACSO survey learned language. These former students were more likely than native English speakers to have taken diploma programs, often choosing business and management, and afterward, their rates of further education were higher. Their employment outcomes compared favourably with former students whose first language even though their employment rate was somewhat lower, there were no appreciable differences in permanent positions, number of jobs held, or full-time employment, and they were more likely to say their job was related to their training. Higher percentages were employed in business occupations; they were not disproportionately working in low-skilled occupations. However, they did earn a little less, and this difference persisted across occupational skill levels.

2 The majority of the respondents as an additional language did so Age 12 or earlier 57% Age 13 to 17 24% Former students whose first language was not English were more likely to have taken previous education, regardless of age 68% 71% 70% Age 18 or older Combination of above 3% 16% 36% 43% 47% Note: Percentages are based on respondents who learned language. The former students whose first language and those who learned (by the age of 12) shared certain characteristics: the median age of both groups was 24 at the time of the survey, and 18 and 16 percent respectively were parents. Those (after the age of 12) were older their median age was 28 and they were more likely to have children: 30 percent were parents. ust over half of each group was female. The group were the most likely to have taken previous post-secondary education. This seems reasonable considering that as a group they are older, but even younger former students as adults were more likely than native English speakers of the same age to have had prior post-secondary education. 1 Data for this paper Data for this paper were extracted from the results of the 2008 Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey. The 2008 survey had 16,297 respondents out of 28,320 former students who were eligible, resulting in a response rate of 58 percent. Respondents to the survey were asked if they learned English as a second language and if so, at what age they acquired it. For the purpose of comparisons in this paper, respondents have been grouped as follows: 1. (n=12,909), 2. as children (by the age of 12) (n=1,929), and 3. Learned English (at the age of 13 or older) (n=1,437). Those who said they learned at a combination of ages had characteristics that were similar to those who learned after the age of 12, so they have been included in that group. Under 30 Former students who learned language were much more likely than other respondents to have studied at an institution in the Lower Mainland: 87 percent versus 59 percent. 2 They are also less likely to move after completing their programs: while 12 percent of those whose first language moved to a different region, only 4 percent of those as an additional language moved after their studies. 3 Programs Taken 30 or older Most former students enrolled in programs that led to a certificate or a diploma, with a somewhat larger percentage in certificate programs. 4 The respondents who learned Former students who learned language were somewhat more likely than native English speakers to enrol in programs leading to a diploma Certificate Diploma Associate Degree Other 4% 2% 3% 13% 15% 9% 34% 39% 45% 44% 43% 48% Page 2

3 language were more likely than native English speakers to be in programs leading to a diploma. This difference is largely driven by younger students, since for both those whose first language and those who learned it as an additional language, there is a shift to certificate programs after age 29: 66 percent of both older groups were in programs with a certificate as a credential. Programs in business and management were popular choices for respondents as an additional language, particularly for those who learned English. This latter group was also somewhat more likely than others to take engineering, electrical, and electronics programs. The business programs chosen most often by those as adults were accounting and related services, suggesting that well-developed numeracy skills, or less welldeveloped language skills, were a factor in their program choices. Members of the other two groups were most likely to choose business administration and management programs. In 2008, approximately 19 percent of survey respondents overall had taken trades training programs. Business programs were popular choices for former students Program Area These programs were less popular with the former students as an additional language only 14 percent chose trades programs. Of the former students who took trades, those as an additional language were more likely than native English speakers to have chosen mechanical and related programs or culinary, personal service, and recreation programs. Evaluation of Education Most former students expressed satisfaction with the post-secondary education they received: 95 percent of those Agriculture, Natural Resources, and Science Technologies 2% 2% 1% Arts and Sciences 25% 29% 22% Business and Management 14% 21% 26% Communications 2% 1% 1% Computer and Information Services 2% 3% 2% Construction and Precision Production 11% 4% 4% Culinary, Personal Service, and Recreation 4% 4% 5% Education and Library Science 4% 3% 3% Engineering, Electrical, and Electronics 5% 6% 10% Health 14% 13% 13% Legal and Social 5% 4% 2% Mechanical and Related 6% 7% 7% Visual, Performing, and Fine Arts 4% 3% 3% Total respondents 100% 100% 100% Those were most likely to choose accounting programs Business programs Accounting and Related Services 13% 24% 39% Business Administration and Management 24% 30% 25% Business Operations Support and Assistant Services 17% 6% 6% Finance and Financial Management Services 6% 9% 6% Hospitality Administration/Management 13% 9% 10% Marketing 14% 11% 5% Other 13% 12% 8% Total respondents from Business programs 100% 100% 100% Note: Percentages are based on those who chose business programs. n=1799 n=411 n=377 as an additional language and 94 percent of native English speakers said they were satisfied or very satisfied. The latter group, however, were more likely to say they were very satisfied. Most former students were satisfied or very satisfied with their education 44% 50% 35% 60% 33% 62% Very satisfied Satisfied Page 3

4 Former students were asked to rate their programs on how well they provided opportunities to develop specific skills the majority of respondents in all cases said their program had done well or very well. In a few cases, native English speakers gave slightly higher ratings to the opportunities they had been given to develop certain skills: to analyze and think critically (83 versus 82 percent) to use tools and equipment (77 versus 75 percent) to read and comprehend material (82 versus 80 percent) On the other hand, the respondents as an additional language were more likely to say they were given opportunities to develop computer skills (73 versus 66 percent). All former students were asked to rate the level of difficulty of their programs. It would seem logical that the students who did not have the advantage of English as a first language would rate their programs as having been more difficult. As it turns out, there were no major differences in ratings among the three groups. The largest proportion of each group said their program was neither difficult nor easy, and although in comparison with others, there was a tendency for those to say their program was difficult or very difficult, the difference was small: 21 percent versus 19 percent. There was no difference overall between those who learned language and those who did not when they assessed the extent to which they met their most important objective for enrolling: 89 and 90 percent, respectively, said they mostly or completely met their main objective. There was a difference, however, in the proportion of each group that said they completely met their goal those whose first language were more likely to say they completely met their most important objective. Respondents whose first language were more likely to say they had completely met their main objective for enrolling 52% 38% 42% 47% 38% 50% Completely met Mostly met Student Funding The former students who learned language were somewhat more likely to have government student loans than native English speakers and less likely to incur debt from other sources. Those who learned English tended to borrow larger amounts, from student loan programs and elsewhere. This is not surprising, since this group was the most likely to have taken diploma programs, which require more time to complete than certificate programs. Those who learned language were more likely to have government student loans but less likely to borrow from other sources $12,000 $10,000 $10,000 36% 32% 29% 29% 25% 27% F F F $6,000 $5,000 $5,000 Government student loan Loan from other sources F Further Education Government loan amount Other loan amount Note: The loan amounts are medians based on those who borrowed. When surveyed in 2008, the former students who learned language were more likely to be studying again or to have taken further studies than were other former students. In particular, younger respondents tended to return at a higher rate than others. Older members of this group, however, were the least likely to return to post-secondary studies this was the group that had the highest rate of previous post-secondary education. Former Arts and Sciences students are much more likely than those from Applied programs to return to take further education. 5 Former students who left business programs had high rates of further education: 52 percent of former business students and 49 percent of Page 4

5 Younger respondents who learned language were more likely to continue their studies First language Learned English Learned English 82% 66% 88% 83% 67% Arts and Sciences 49% Under 30 Applied 36% 27% 44% 24% 41% 31% 30 or older Most former students, whether they learned English as an additional language or not and regardless of the type of program they took, said that their post-secondary studies prepared them for the further education they took. Likewise, a large majority of respondents said their further studies were related to their post-secondary program. Those gave ratings that were slightly lower than ratings given by others. Most respondents said their program prepared them for and was related to their further studies 93% 91% 94% 84% 83% 88% those who learned returned this compares with 42 percent of those whose first language. The further education taken by the largest proportion of respondents was at a university, particularly for former Arts and Sciences students; approximately 82 percent of those students who went on to study did so at a university, whether they had learned language or not. Former students from Applied programs were less likely to take further studies at a university: 41 percent did so, while 25 percent went to a college and 23 percent to an institute. Respondents from Applied programs who learned English were even less likely to go on to a university and more likely to continue their studies at an institute. Former Applied students were more likely to take further studies at an institute University College Institute Other 11% 10% 13% 26% 22% 24% 21% 25% 31% 32% 42% 42% Note: Percentages are based on former students from Applied programs who took further education. Very well or somewhat prepared In labour force Employed Employed full time* Very or somewhat related Note: Percentages are based on those who took further studies. Employment At the time of the survey, the former students who learned language were less likely to be in the labour force than those whose first language was Former students were least likely to be employed but most likely to be employed full time 87% 83% 81% 82% 76% 73% 78% 74% 84% *Note: The percentages of employed full time are based on those who are employed. Page 5

6 English. 6 The difference is largely due to the high rates of further education of the younger respondents who learned English or adults: those who were studying at the time of the survey were less likely to be in the labour force. The rate of employment was lowest for those who learned English ; however, when they were employed, they were more likely than others to be employed full time. Approximately one-third of employed respondents had the same job they had while they were studying. The group who learned English were less likely to have the same job and did appear to take longer to find employment: 56 percent took more than one month to find employment, compared with 48 percent of those who learned English, and 40 percent of those whose first language. There were no appreciable differences between those as an additional language and native English speakers in number of jobs held, self-employment, or temporary versus permanent positions. There were, however, some significant differences in how former students rated their programs in relation to their employment. Employed respondents were much more likely to say their programs were... Related to their employment Useful performing their job Useful getting a job Those were much more likely to say their work was related to their studies, the knowledge and skills they gained were helpful for the performance of their jobs, and their program helped them get their employment (for those who did not have the same job while studying). 69% 69% 81% 77% 80% 88% 80% 79% 90% Occupations Almost one-quarter of the former students who learned language were in occupations related to business At the time of the survey, about one-quarter of employed respondents overall were in occupations related to sales and service. 7 For all groups, the percentage in these occupations drops with age, suggesting these positions are temporary for many respondents, held while they finish further education or look for employment in their field. For those, only 12 percent remained in sales and service occupations after the age of 29, compared with 18 percent of those who were native English speakers and 15 percent of those who learned. Whether they learned or later, the respondents who acquired language were more likely than native English speakers to be in occupations relating to business, finance, and administration (24 versus 15 percent). This is in line with the percentages of these respondents who took business and management programs. For each group, the largest percentage of employed respondents worked in jobs that required two to five years of college-level post-secondary education or equivalent. The secondlargest proportion of respondents worked where a secondary school education or up to two years of specific job training was required. Third, although still significant, was the portion in oc- Occupational type Art, Culture, Recreation, and Sport 6% 4% 4% Business, Finance, and Administration 15% 24% 24% Health Occupations 13% 15% 15% Natural and Applied Sciences 8% 9% 13% Occupations Unique to Processing, Manufacturing, and Utilities 2% 1% 2% Occupations Unique to the Primary Industry 1% 0% 0% Sales and Services 27% 26% 20% Social Sciences, Education, Government, and Religion 8% 7% 7% Trades, Transport, and Equipment Operators 18% 11% 12% Unknown 2% 3% 4% Total employed respondents 100% 100% 100% Page 6

7 The largest proportion of employed respondents worked in jobs that required a college-level post-secondary education Occupational skill level First language Learned English Learned English University degree 10% 11% 13% College-level post-secondary 45% 41% 44% Secondary school 31% 35% 32% Short training 7% 7% 4% Other 6% 6% 7% Total employed respondents 100% 100% 100% Note: Other includes management positions and positions for which the educational requirement is unknown. cupations requiring university degrees. Smaller numbers of respondents were in occupations that required short training periods, usually on the job. Wages Overall, the former students as an additional language earned somewhat less, although there are variations in wage by type of occupation. 8 The disparity in hourly wage was pronounced in the category of business, finance, and administration occupations, where almost one-quarter of the former students who learned language were employed. Across occupational skill levels, the average hourly wage of native English speakers was somewhat higher than that of respondents as an additional language. 9 This finding was consistent whether they learned English or as adults. The age of former students did not make a difference either the pattern was similar for younger and older respondents. Although wages vary by occupational type, the overall hourly wage of former students who learned language is lower Occupational type Art, Culture, Recreation, and Sport Business, Finance, and Administration Health Occupations Natural and Applied Sciences Occupations Unique to Processing, Manufacturing, and Utilities Sales and Services Social Sciences, Education, Government, and Religion Trades, Transport, and Equipment Operators Overall wage $22 $21 $20 $12 $25 B $22 University degree Note: Some categories are not included because numbers are too low to report wage information. The amounts shown are medians. Former students whose first language earned more per hour, regardless of occupational skill level B $19 $16 $23 $20 $12.5 B College-level post-secondary It is difficult to understand why, even when working in occupations of similar skill levels, respondents as an additional language earned lower wages than native English speakers. Both groups were equally likely to be working full-time or working in permanent positions, and those who learned language were actually more likely to say that their employment was related to what they studied, so it is doubtful that the difference can be attributed to these factors. Unfortunately, the $20 $15 $21 $19 $13 $15 $16 B $15 Secondary school as an additional language Note: The wage amounts shown are medians. $12 B $10 Short training DACSO survey does not include data that can be used to explain this persistent difference. Conclusion For people who are not native English speakers, the challenges of studying and working in B.C. can include more than their facility with the language: there are issues of familiarity with the culture and the tacit knowledge that can only be acquired over time. Post-secondary institutions have worked hard to help students who have learned language meet those challenges and it would appear that these students are taking advantage of the educational opportunities available to them. The 2008 survey respondents Page 7

8 as an additional language had high rates of previous post-secondary education, and they were more likely than other former students to enrol in further education after completing their recent programs. Overall, they were as satisfied with their studies as those whose first language ; they met their main objective for enrolling, and they did not report that they found their programs to be considerably more difficult than did native English speakers. Those who went on to further education were at least as likely as native English speakers to say their new program was related to their recent studies and that they were well prepared for further study. When it comes to transitioning to employment, former students who learned language face further challenges. They are less likely to be employed than native English speakers, but their high rate of further study is having an impact on their employment rates. For those who are employed, differences are minimal: they are just as likely as native English speakers to have permanent or full-time employment, there s little difference in the number of jobs or self-employment levels, and they are not disproportionately employed in low-skilled occupations. However, there is a difference in wages earned; those as an additional language earn less. The difference is not large, but it persists across skill levels. Endnotes 1 Findings from the 2009 Developmental Student Outcomes Survey show that respondents who had taken English language training had a very high rate of previous post-secondary education: 65 percent of those from outside Canada already had a post-secondary credential. 2 Most immigrants to B.C. settle in the Lower Mainland. In 2006, the census metropolitan area of Vancouver alone accounted for 74.3% of all the foreign-born population in B.C. Source: BC Stats 2006 Census Fast Facts, Immigrant Population of British Columbia. 3 Location at the time of the survey was derived from respondents postal codes. Most survey respondents (97 percent) were in B.C. 4 The credential type variable was submitted by institutions for the first time in 2009; previous years programs have been coded for credential type based on that information. 5 Applied programs are designed to lead to employment in a specific field; Arts and Sciences programs generally lead to further education. 6 The labour force includes people who are employed and those who are not employed but looking and available for work at the time of the survey. About the DACSO Survey 7 Respondents occupations were coded using the National Occupational Classification taxonomy. The coded occupations were then grouped into occupational skill type, which is based on the type of work performed, and skill level, which is defined as the level of education or training needed to enter and perform the duties of an occupation. 8 Survey respondents were asked to report their hourly earnings for their main job, if they had more than one. 9 Although not large, the difference is statistically significant overall and for each of the skill levels, except other, which includes management positions and positions for which the educational requirement is unknown. The Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey (formerly called the BC College and Institute Student Outcomes Survey) is an annual province-wide survey of former students from B.C. s public post-secondary institutions who have taken diploma, certificate, or associate degree programs. It is conducted with funding from the Ministry of Advanced Education and Labour Market Development (ALMD) and from the participating post-secondary institutions. Former students are contacted 9 to 20 months after completing all, or a significant portion, of their program of study and asked to evaluate their educational experience and to talk about their employment, further education, and personal development. The results of the survey are used by the institutions to improve programs and services. ALMD uses the information for post-secondary policy development and accountability. Students, parents, and the general public can Search Survey Results through the student outcomes website or Education Planner to help them make informed postsecondary education choices. For more information on student outcomes, please see Ministry of Advanced Education and Labour Market Development BCStats Page 8