At first glance this question looks like it could be answered with a simple percentage. However, it’s not that easy. The most recent survey of adult literacy in the United States is the National Assessment of Adult Literacy (NAAL), performed in 2003 by the National Center for Education Statistics (NCES). When the survey was released in 2005, it presented data on three different types of literacy: prose, document, and quantitative.
Both the national and state-wide assessments used data from 19,000 adults (aged 16 or older) to represent the entire population of the United States. This is important to note because no study has ever attempted to find the literacy rate by polling all residents of the United States. Only samples have been used to grasp the extent of the issue. Because of the use of samples, it is harder to ensure that the information is entirely accurate. Instead we have to use the data that we can get to extrapolate the literacy rate of all residents. More information about data collection can be found at the NCES website, www.nces.ed.gov.
In January 2009, NCES released estimates (using the results of the NAAL) of the prose literacy rates in all states and counties in the United States. It is important to remember that these results specifically concern only prose literacy, which is basically the ability to scan, read, and understand a single document.
The 2009 NCES report showed that 19% of District residents are functioning at a below-basic prose literacy level, compared to the national rate of 14%. These residents generally lack the literacy skills necessary to function effectively as members of society. These skills include earning a living wage, participating in civic affairs, accessing information about important health and safety issues, and exercising their civil rights.
Literacy is a basic human right. Every adult should be able to have the skills needed to provide for themselves and their families, and to participate in society. At present, 19% of District residents lack these basic skills. Defining the scope of the problem is just the first step. Continued support from DC LEARNs members is crucial to combating one of our District’s biggest problems.
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Thank you for this. In North America we seem besieged by studies and stats too often presented as absolutes.
In Canada (my home), our national stats describe as “illiterate” anyone unable to score 80% or better on a test suitable for someone in Grade Nine. This is because, in Canada, about half the population is under-educated, lacks important skills and information, and would have difficulty functioning on most job sites.
But only about 25% of Canadians actually have difficulty with everyday reading and writing. The other 75% read and write daily – which raises questions about the validity of the numbers among the public. Many Canadians, who do not see 50% of their friends and neighbours having trouble reading, simply disbelieve the stats. This disbelief makes it difficult for some literacy organizations to gather funds and public support for helping the 25% of Canadian adults who really do need help with their (conventionally defined) literacy skills.
The other reason this question is a difficult one to answer for me is the way it frames the issue. What if we asked, for example: what percentage of D.C. adult residents did our school system fail to educate adequately? What percentage did not receive the accommodations needed to address a disability that prevented them from learning to read at a level that is necessary to provide for themselves and their families, and to participate in society.? How many are denied services today that might accommodate those disabilities? etc.
Thank you for sharing what you have observed in Canada Wendell. I know many people who are shocked when they find out what the statistics are here because they don’t see others they know having problems with reading as well. That may well contribute to the consistent under-funding adult education programs in DC and other states are plagued with.
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