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The Truth About Literacy in the United States
The National Center for Education Statistics reported that in 2003, fewer than 30 percent of fourth-graders nationwide read at a proficient level. Nearly 40 percent cannot demonstrate basic reading skills.
50% of American adults cannot read an eighth-grade level book.
--Laubach Literacy Action
At least 50% of the unemployed are functionally illiterate.
--U.S. Department of Labor
On average, a functionally illiterate adult earns 42% less than a high school graduate.
--U.S. Department of Education
It is estimated that $5 billion a year in taxes goes to support people receiving public assistance who are unemployable due to illiteracy.
--Laubach Literacy Action
The average kindergarten student has seen more than 5,000 hours of television, having spent more time in front of the TV than it takes to earn a bachelors degree.
--U.S. Department of Education
People with less than 6 years of schooling are 4 times more likely to be receiving public assistance than those attaining 6 years or more.
--American Council of Life Insurance
27% of army enlistees can't read training manuals written at the 7th grade level.
--Laubach Literacy Action
It is estimated that adult reading scores improve approximately one grade level with 35-45 hours of tutoring.
--Literacy Volunteers of America
75% of the unemployed have reading or writing difficulties.
--National Institute for Literacy
Students who do not learn efficient reading skills are blocked from every other subject in their schooling.
--National Center to Improve the Tools of Educators, 1996
The National Assessment of Educational Progress research shows that proficient readers are in the minority. Only 32% of fourth graders attained at least the proficient level in reading (NAEP, 2000).
Among adults with low literacy skills, 43% live in poverty. Among adults with strong literacy skills, less than 5% live in poverty.
--National Institute for Literacy
Low literacy is strongly related to crime. 70% of prisoners fall into the lowest two levels of reading proficiency.
--National Institute for Literacy, 1998
The typical 25-year-old inmate functions 2-3 grade levels below the grade actually completed. 60% of prisoners are illiterate; 85% of juvenile offenders have reading problems.
--Us Department of Justice, National Institute of Corrections, 1986
51% of illiterate adults live in small towns and suburbs; 44% in cities, and 8% in rural areas.
--Laubach Literacy Action
The estimated cost of illiteracy to taxpayers and businesses is $20 billion per year. 75% of Fortune 500 companies provide some level of remedial training for an estimated 8 million workers at an estimated cost of $300 million per year.
--Laubach Literacy Action
75% of today's jobs require at least a ninth-grade reading level.
--National Institute for Literacy
In fourth grade, 64% of Blacks and 60% of Hispanics read below the Basic level, compared with 27% of Whites and 31% of Asian/Pacific Islanders.
--NAEP 1998 Reading Report Card
Students in private schools spend 67% more time reading than public school students.
--Terrence Paul, Institute for Academic Excellence
In 1998, students improved 2.99 grade levels for every school year that they read 60 minutes per day.
--Terrence Paul, Institute for Academic Excellence
The National and State Adult Literacy Studies showed that:
• Individuals with the most limited literacy skills have weekly median incomes of about $240.
• Individuals with the highest literacy skills have weekly median incomes of about $650.
• Almost 44 percent of those with the most limited literacy skills live below the poverty level and 17 percent receive food stamps.
• Less than 5 percent of adults with strong skills live in poverty and less than 1 percent receive food stamps.
• Over 70 percent of adults who are incarcerated have limited literacy skills.
The rate of children growing up with low literacy skills is a national problem. Over one million children drop out of school each year, costing the nation over $240 billion in lost earnings, forgone tax revenues, and expenditures for social services.
--McQuillan, 1998.
To ensure a brighter future for our nation's children, we must teach them how to understand, and how to be understood, through literacy education. In order to thrive, they must be able to read and write.
The time to improve is now.
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