 | | An intermediate class at North East Learning Center in Minneapolis |
Although literacy doesn’t always receive the star treatment of other causes, it is undeniably integral to the well-being of healthy communities. In fact, a literate public is the foundation for alleviating many other social concerns. Consider the words of Kofi Annan, former UN Secretary General: “Experience and research show that literacy can be a major tool for eradicating poverty, enlarging employment opportunities, advancing gender equality, improving family health, protecting the environment and promoting democratic participation.” Indeed, when individuals have the ability to read and write, learn and express ideas, find and send information, whole new dimensions of possibility open to them.
So, how are we doing as a nation in addressing this important need? Most reports show that we have a long way to go before all people have reached their literacy potentials. The highly-regarded National Assessment of Adult Literacy (NAAL) study of 2003 reports nearly one third of Americans need help in reaching their literacy goals. The study broke literacy performance into four performance levels: below basic, basic, intermediate, and proficient. More than half of the U.S. population tested at basic or below basic proficiency levels in quantitative literacy tasks such as balancing a checkbook or comparing item process per ounce. In written literacy,
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14% of the population tested at below basic proficiency, meaning they had minimal to no reading and writing skills.
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29% tested at a basic level, meaning that they are minimally prepared to decode information in a simple pamphlet or medicine bottle.
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44% of adult can perform intermediate tasks, such as determining facts from reference material.
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13% of the U.S. population tested as proficient, meaning they are capable of reading and comparing editorial viewpoints.
As a state, Minnesota outperforms national averages; however, many Minnesotans are still tragically left behind in reaching their literacy potentials. For example,
Literacy directly affects the economic well-being of Minnesota. In the Minnesota Business Partnership report of 2000, major Minnesota employers report large costs to train and retrain employees whose lack of basic skills or ability to speak English are liabilities to the profit line. And, the road to a good career for those lacking basic skills isn’t an easy one: The average high school dropout earns $7,000 less annually than the average high school or GED graduate, reports the 2000 U.S. Census, and the ETS study of 2002 that job seekers with educations below that of a typical dropout will qualify for just 9% of the new jobs created before 2008.
Further, Minnesota children are directly affected by adult basic education. The Minnesota Department of Education reports that the numbers of parents with school-aged children are growing, not declining, whose lack of basic skills are barriers to the success of their children.
And, new Minnesotans, immigrants and refugees from different countries, have important literacy needs which must be addressed if these individuals are to succeed and contribute to their new communities. Minnesota’s immigrant and refugee population has expanded to record levels, especially within the Asian, Hispanic, and African population groups. 5.3% of all Minnesotans are foreign-born and an estimated 200,000 of these individuals are in need of English as a Second Language programming reports the Department of Homeland Security’s 2003 survey. To help these individuals adapt and thrive in their new home, English as a Second language classes, Functional Work English, and Citizenship classes are necessities.
Thus, the facts suggest that we still have work to do to reach our community literacy goals. However, we can be hopeful that excellent programming exists to address these needs.
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