Literacy in the United States
"[5] Adults scoring below Level 1 can comprehend simple sentences and short paragraphs with minimal structure but will struggle with multi-step instructions or complex sentences, while those at Level 1 can locate explicitly cued information in short texts, lists, or simple digital pages with minimal distractions but will struggle with multi-page texts and complex prose.
[2] A 2020 analysis by Gallup in conjunction with the Barbara Bush Foundation for Family Literacy estimated that the U.S. economic output could increase by $2.2 trillion annually—approximately 10% of the national GDP—if all adults were at Level 3.
The significance of literacy varied according to region, social class, and occupation, but it played a fundamental role in religious practice, legal affairs, and the dissemination of political ideas.
Churches frequently served as educational centers, with ministers and religious leaders promoting literacy to facilitate scripture reading.
In the history of slavery in colonial America and later the United States, slave owners almost always made efforts to limit the education of enslaved people, including curtailing literacy.
[25] Throughout the 20th century, there was an increase in federal acts and models to ensure that children continued to develop their literacy skills as a part of receiving a proper education.
It has been observed that adolescents undergo a critical transition during their grade-school years which prepares them to learn and apply knowledge to their actions and behavior in the outside world.
[29] In 2019, the National Center for Educational Statistics reported that 4.1% of US adults had literacy abilities below level 1, defined as "unable to successfully determine the meaning of sentences, read relatively short texts to locate a single piece of information, or complete simple forms", and could be classified as functionally illiterate.
[34] The governments of other countries may label individuals who can read a few thousand simple words which they learned by sight in the first four grades in school as literate.
The National Center for Education Statistics defines literacy as "the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one's goals, and to develop one's knowledge and potential.
[37] In 1982, funded by the Department of Education,[39] the Census Bureau conducted the English Language Proficiency Survey (ELPS): an in-home literacy test of 3,400 adults.
[41] Data from the ELPS were presented in a 1986 Census Bureau report which concluded that 13% of adults living in the United States were illiterate in English.
[45]: xiv Key findings indicate that 21–23% of U.S. adults had Level 1 literacy skills, meaning they struggled with basic reading comprehension, locating information, and making low-level inferences.
[58][59] From 2005 to 2009, Jack Miller of Central Connecticut State University conducted annual studies aimed at identifying America's most literate cities.
The PIAAC is a "collaborative endeavour involving the participating countries, the OECD Secretariat, the European Commission and an international consortium led by Educational Testing Service (ETS)".
"[62] According to the 2012-2014 data, 79% of U.S. adults have "English literacy skills sufficient to complete tasks that require comparing and contrasting information, paraphrasing, or making low-level inferences."
[citation needed] Generational discrimination connects directly to why students who struggle in reading proficiency who attend underfunded schools are typically children of color.
[73] Many underprivileged elementary school students need this reading proficiency assistance but also deserve the best quality given the historical inequities within the educational system.
[75] ESEA ensures financial assistance is provided to local educational agencies who work for children coming from low-income families in pursuit of help, and hence fulfill the goals of state academic standards.
[77] The American Rescue Plan Act of 2021 provided $122 billion in school funding for programs to assist with reopening amidst COVID-19 pandemic safety protocols and to address both academic and mental health needs of students.
In July 2022, First Lady Jill Biden, a former teacher, and Education Secretary Miguel Cardona embarked on a two-day assessment tour to observe summer learning programs designed to help children catch up on reading, writing and arithmetic skills prior to the 2022–2023 school year.
Founded in 1999, Reading Partners in California operates in multiple states and is a nonprofit organization dedicated to improving literacy skills among elementary school students, particularly those in low-income communities.
[82] The organization primarily works with Title I public elementary schools, focusing on students who face significant educational barriers due to poverty.
[83] Reading Partners implements a structured curriculum aligned with Common Core State Standards to ensure consistency with national education benchmarks.
The curriculum includes pre- and post-reading questions to develop critical thinking skills, mid-semester STAR assessments to reinforce vocabulary and comprehension, and the use of visual aids such as large-print texts and colorful illustrations to enhance engagement.
[85] Literacy has particular importance in adulthood since the changing dynamics of the American job market demand greater skills and knowledge of entry-level workers.
Adult and adolescent literacy levels are under greater scrutiny in the U.S., with a number of reports and studies published annually to monitor the nation's status.
It serves as the latest vision of literacy in America, including comprehension skills in writing and reading and methods to achieve annual standards.
Educational gaps are created by inequality within classrooms, in this case, a separation between ELL and native English speakers are due in part by Common Core's lack of support.
[92] ELL have remained "stuck" at an intermediate level of proficiency brought on by expectations and standardized testing that places them behind and distances them from their English-speaking peers.
