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Text
·. · Files of N eera Tan den,
Associate Director ofDomestic Policy
and Sr. Policy Advisor to the ,First Lady
Box 2: ·Files
Archived from·ind Floor West Wing by Eric Wpodard o~ January' 1, 2001
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Literacy
Disability Issues
Federal Directive·
Economic Report of the President
TIMSS
Title IX
-Domestic Women's Issues
Title·Ix Anniversary Executive Order
-Domestic Women's Issues
Kids Count
Prozac_
Project Connect
Childcare Business Event 4/25
- Childcare
,After School Event 1/26 ·
- Youth Development/AfterschoolNiolence
After School Coordinator
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- Youth Development/AfterschooliViolence
After School Coordinator
- Youth Development/AfterschooVViolence
Chicago After School 4/27
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- Youth Development/Afterschool/Violence
America Reads
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oZ 0 3.>g
EnclOsures
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oversi~e Attachments , .
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A/lfM ~ t77CJ. I
�Nurse Education
·NASA/School Event 3/5
Child Care .Event 3/5 Houstonic Community College
-Child Care
Early Childhood Hartford 11128 ·
- Early Childhood Development
State of the Uniori Materials '98
Service
-Service
Welfare
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··REPORT· FROM WASHINGTON, D.C.··
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President Pr.opos~s Increasing Adult
Education·and Literacy Funding
February 15, 1997- President Clinton's 1998 budget proposal would
substantially increase the federal investment in education, including a significant
increase for adult basic education and literacy.
The President_/s budget includes a 12 percent increase for adult education state
grants, from $345 million to $394 million. It also adds $260 million in new funding for
the America Reads initiative, which has not yet been enacted.
Stating that adult literacy is an area of education "where the 'federal
government can be helpful and the states want our help," Senate Majority Leader
Trent Lott and other Republicans introduced a bill, 5.1, that would increase adult
education state grants to $400 million. The Senate bill also proposes $100 million in
new funding for a child and family literacy demonstration program.
The chart below shows the President_l's proposal for Fiscal1998 as compared to
the previous three years of funding.
To be added to tlte mailing list, call201/632-1500, and dtoose option 6.
For ll'lore i11[ormation, contact Alice Johnson at 202-632-1500, extension 31
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REPORT FROM WASHINGTON, D.C.
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Congress COnsiders Nei.v Literacy and
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August 5,· 1997- 5everalbillsnpw moving through Congress have ..
. impo,~t imp]icatioris for adult educatio~ and literacy. The House Qf . .
Representatives recently passed new· ad tilt education and tr~g legislation~
and the Senate is beginriing work on its own adult .~ducation and ·.training bill~
The issue of children~s literacy, sparked.by President'Ointon'sAmeriCa. Reads ·
proposal, is picking up momentum on both sides of Capitol Hill. ·In addition~' ·. ' .
Congress is beginnir)g to set 11ext year's furlding le:yels for all education and . ·
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training programs, including those qealing with.literacy.
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APPitOPRIATIONS
Overview
· · ·· The Ho~ and Se~te appropriations -~ommitt~s set llter~cy spending .. ·.
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Adult Education State'Grants
· · Even Start family Literaey ·· . · ·
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National EvaUrecbnic8I Assistance
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Current Status
When Congress returns to work in September, the full House and full
Senate will either agree to the funding levels proposed by their respective
co~ttees (as shown on the chart) or change them with amendments, which
will require a vote by all members. In the Senate, it is more likely that an
amendment to increase funding for one or more literacy programs may be
·offered. Once both the House and Senate have finalized their funding level
·recommendations, a conference committee made up of members from·both the
House and Senate will meet to work out any differences. Both the House and
Senate will likely make these final decisions in the fall. Then a final bill will be
sent to the President for his signature.
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For More Information
See the Senate Appropriations Committee homepage: www .senate.
govI -approprjations/leg.htm and the House Appropriations Committee·· .
home page: www .house.govI appropriations/ For a comparisOn with funding
levels over the past three years, see February 15 Policy Update, "President
Proposes Increasing Adult Education and Literacy Funding:" (See www.
nifl.gov or call202/632-1500 x6 for copies.)
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AMERICA READS CHALLENGE/CHILDREN'S LITERACY.
Overview
· The America Reads Challenge is President Ointon' s proposal to ensure
that all children read well and independently by the end of third grade. .
Currently, about 40 percent of-children nationally would have difficultY meeting
. this goal. Congress has agreed in principle to address this issue, but is .
considering additional approaches beyond the proposal's focus on tutoring.
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Regardless of Congressional action, one component of America Reads will ·
take effect this fall: college students working as literacy tutors for young.
students in their college communities~ The President has already. issued an
"exeq1tive order" (which does not require Congressional approval) that ~evised
· the federal'work-study program by providing financial incentives for colleges
and universities that facilitate work-study students serving as tUtors.
Over 500 colleges and universities have agreed to participate, and their
students will begin tutoring this fall. In the meantime, the Student Coalition for
Action in Literacy Education (SCALE), Laubach Literacy Action, and Literacy
Volunteers. of America are jointly conducting four regional training workshops
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participating institUtions of highe: education.
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' ' ~ prop~sed by the Presi4ent, America Reads calls for' a new' ~eri~a' s
Reading Corps" of one million riew volunteer readmg.futoJ:"s.and '2,5,000 ·. ·: .. :' .
.additio~~ reading specialists oyer the next five years. The Ameri~a' s Reading: ·
. Corps" would build on the effort of teachers, librarians,. ~d··reading specialistS .
. by providing children with t):).e greate~t need witl:t ex~a: assistance before school, ...· ·
·after school, and ov~r the surfunei.
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. . · Another comp6ne:n,t of the President's America ~eads p~6p~sal, the ···
"Parents·as First J'eachers <;Jtallenge .Grants," would. provide $300 .million over
five'years to 'programS w.ith asuc~essful track record of heiping·parel)ts help .
their children become successful readers:· H signed into law~. some of this .. ·: ·.
funding. would be awarde~ tdlocal COI~l:ffiunity orgar\izatio~, but, due to an
· agreement reached between Congress ~d the .Presideht duriitg :recent budget
negotia~on5,, it is n~~ lf~~~y to become avail_able until'at':least October .1998 .. '. i·::
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. ..In the)nearitime,· Congress·~ a~ditip~ ·ideas for;· addressing children's · .
. literacy need~. First, according to Rep .. Bill Goo.dlin& chair qfthe commi~. .
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with jurisdiction over edueation and author . 6f. t,he.Even Start Family-Literacy
.program, Cqrigress wants· to focus ~ore on :the intergenerational aspect of low
literacy and ensure that all pcu;en~ 9f participating.third graders.~s6 have ·:.
adequate litera,cyskills. · .· . '
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training of rea.dirig 'teachers,· e5pecially,in ,major federal p~ograms suth as the. '..
. Even Start Family Literacy program,· Title I, arid kf~ad Start. · ,. . ·.
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· Bo~ corigiess· and th~ Adminisb-ati,on agree ~t anyt:hlldren' ~-literacy ·,
proposal n~d~ to~ b~d on solid r.esearch on how children learn. to·z:ead, and
· ~e learitiilg. di5ab,ilitie5 into consider~tion. · ·
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·. . > ·Th~ Presid~t's Arileric:a R~~ds legislation was introduced in the House as
H.R i516 by Rep.;·.:ani Oay (D~MO), and. fu the Senate as s. 664 by Senator . . ·.. ·
. Edward Kennedy ·(0-:MAj·; The'Ho~ held a hearihg on th~ general iSsue of ·. ·
children's. literary in J~y. ·. P~~lists ~dyise4 ·~ongress .to str~rigthen profe5sio~.
development oppq~tiesfor teachers and to inake sure children's literacy,. ..; ·
legislation takes' intO accofutt the la~t reSearch on l>oth learning disabili~es ~d·
hqw childr.en learn to rea~-~·.· . ·:· · ' .. ·i··;i(::. ·•·. ·
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�·. For More Information .
Call1-800-USA-LEARN or the Department of Education's America 1\eads
office at 202/401-8888 or see wwW·.ed.govjupdates/reading/read-1.html. For a
copy of the Presidenf s America Reads legislation, see thomas.loc.gov or call the ·
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House Document Room at 202/226-5200.
ADULT EDUCATION AND TRAINING 'LEGISLATION
Overview
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The 'House in May overwhelmingly passed legislation, H.R. 1385, that
would consolidate more than 60 employment, training, and literacy programs
into three block grants to states: one for adult education and family. literacy, one
for disadvantaged youth, and one for adult employment and training.
The bili includes provisions deemed cnioal by the literacy field,
including th~ following: separate funding s~eams for each of the three block
grants; a requirement that states give an local pr~viders direct and equitable .
access" to federal adult education funds; and a prohibition against states using
this bill's J~ds to replace state adult education and literacy funding ..
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Of th~ funds ~tflow from the federal government to the.states'for adult
·education and literacy, the bill requires 85 percent to reach local programs for
· . service delivery, while 10 percent may be used for pr_ofessional development .
and other program improvement activities within the state. Not more than 5
percent may be used for s~te·administration activi~es;
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The employment and training sections of the bill would also aff~ the
adult education and literacy field. They call for the development of new
. statewide employment and training (or ''one-stop") systems that wollld-proi:nqte
collaboration between "social service providers. The new sys~ms will offer
clients everything from skill assessment to referrals to local literacy programs to
current information on the lOcal labor market. This system will be developed .
· · though a statewide planning process that explicitly includes adult education and
family literacy providers.
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The bill requites each· state to create a set of "performance indicators'' that
will be used to measure success.. Along with the measures set-by each state,
adult education and literacy performance indicators in every· state must include
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• Earning a high school diploma or GED;
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• Getting a better job or other "eareer advancement" indicators;
• Entering a postsecondary school or job retraining program.
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Lastly, 'the bill replaces rtiost funding o{erhplqymeritandtraining
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. The House of Rep~esenta~ve~· p~~dH.R:: l385,_ ~e Ein;Pl<?yment! ., .
Training; and Literacy Enhancement Act of 1997; by .a vote of 363-60' on May 16. ·
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sponsored by Reps. Buck McKeon. (R..CA); Bill GOOdling (R-PA), and Dale ·
'Kildee._(D-MI). The Sel,late is conducting hearings.on educa~~:r:t'and tran:ung · ~ · ·
issues, and is drafting its ~wn bill, which may .be released.in August.
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."Legislation Creates New Links Between'Lit~racy; Employm~nt & Training.'~·
. For
overview of the adult education block grant provisions, see April17
Policy Update, "Ne~ .Adult Education ai;ld Training Bill Introd~ced in.· .
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··congress.". (See wWW.nifl.gov or call202/~2~1SOO x6.)' For a cppy of H.R. ·
1385, see ~omasJoc.g9v or call the Ho~ Docun\entRoom at 202/226-5200..
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WELFARE REFORM CHANGES ' .'
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The welf~e reform l~w.(TANF) eriacted.4ttOlaw·in·1996 p~tS a major .
. new emphas~ <;>n placing welfare recipientS in ~'work activities'~. (defined m: ·the ··
law) but, in the short-term,.leaves a real opportunityJor state and local welfare
programs to incorporate education and' training into welfare-to-work projects. · · ·
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.' · . TA.NF requiresstateS.to place aJ1 iricrea5ing.perceritage ofwelfare. ·
· recipients iri w.or~ activities ~ach succeeding year in order to ayoid lo.Sing a
·· portion of their federal welfare funds .. This year/the' number of recipients 'who
..·must be iri·-,work aCtivities is 25.percer\t ofthestate's:entire caseload._. ,This ' '.'
percentage 'increases-~ 3q perc~t. in ~year 1998 an4 35 percent in fiscal· year...
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1999. So, ~use of the financial penalty, states have a strong incentive to .
ensure that 25 percent of their C:aseloads ate, in· fad, involved in work activities .
. this year.
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. The J;lew law recognizeS; however, ·that riot allwelfare recipients have the
literacy or. OCCupational skills necessary for employment; b~t until the balartced '
budget a~eement rt~ached by Congre5s and t:}te Ac:lririnistration in July, 'tlu~ law' s· ·'
provisions for education and training were·unclear. A key provision in TANF, .,
known as the "voCa.tional educ:ational training" provision, had been int~rpreted
. as allowing stat~· tp count participation in same education and training
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programs as a "work activity" for up to 20 percent of their entire case loads~·
Under this interpretation, in fiscal year 1998, two-thirds of the recipients
required to be in work activities could meet this requirement through education
and training activities: That is, while 30 percent of a state's caseload would be
required to be in a work activity, up to 20 percent of the caseload could meet this
requirement by participating in employment-related training· and education.
TANF also requires all heads of households who are ritinors and do not
·have a diploma to attend high school or an. alternative education program, such.
as a GED program, in order to receive benefits. Under. the earlier interpretation,
states had to count these minor teen parents, as well as older teen parents,
towards the 20 percent linut on education and training allowed under the wo'rk'
activities requirement.
Current Status
· · ·July's balanced budget agreement includes a provision that amends the·
"vocational educational training" provision in TANF. This change in law will
directly affect how stateS can use education and training to meet their work
requirements.
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. Specifically, the balanced budge~ agreement would limit the flexibility of
states to count education and training as part of their overall efforts to meet the ·
work .activity requirement. Rather than allowing up to 20 percent of the total ·
caseload to col.mt, the balanced budget agreement allows only'30 percent of the
recipients engaged in a work activity to be in education and training and count .
. (for example, in fiscal yeai 1998,30 percent of the 30 percent required to be·in .
work activities, or about 10 percent of the total caseload, could be in education
and training activities).
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However, teen parents required to be recei~g educational services
would not coimt towards the 30 percent limit until fiscal year 2000. Because teen
parents represent about 6 percent of welfare cases, this change allows the full10 ·
percent of the caseload to be used for adults in education and training in fiscal
year 1998. Iri fiscal year 2000 and beyond, teen parents will count against the 30
percent and,.thus, reduce the 11umber of adults in education and training
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services that can be counted towards the work requirement.
. As a result of these changes, the 1996law will be clarified concerning the
role of eduCation and training in states~ efforts to move welfare recipients from .
. welfare to work .. While more restrictive than the original version ofTANF,
these provisions continue to allow a real opportunity for state and local welfare ·
programs to incorporate education and training into welfare to work projects.
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See the next Policy Update, "How to Prepare for Welfare Changes - Part
. ill in a Series," which will be released in late August ·~or bac;kground on
"vocational educational training" is~u~~ and the .~elfare law in. general, see
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How to Prepare for Welfare ~hanges - Parts I and ll in a Series.'' (See .
· www.nifl.gov or call202/632-1500 x 6.)
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WELFARE SURVEY
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· DO YOU KNOW of a program that is 'effecti~ely incorporating basic< · ·
skills instruction as a fundamental component of assiSting.welfare recipients
in.moving successfully into Qte ~orkforce? If so, we need to h~ar from you!
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We will.use this information to doCWnentfor sta~ ~nd natiorw. ·
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policyil\akers, welfa~to-wo~k programs, and literacyprogr~s how literacy . . ,
training can be il.' elitical eleme~t .in making ~elfare reform a s,uccess for all.
. We .will dissentinate the infonriation broadly in order to help other ·.·
programs across, the colintrf develop the.·hest me~·possible for. preparing ' ·..:.·. '
·. welfare.recipients for self-sufficiEmcy: Programs that are selected as·Qiodels Will
be provided with financial support to enable them to present at major national
education, ,training, .and welfare. conferences~ ' ., ·,'
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murphy@otan.dt;ri.us or .518/~59-0738..
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· Mailing List: To be added to tlte mailing list 'or let us know of changes either.c:all
·, 202/632-1500 and Choose optiOn 6 gr_fill OUt OUT mailing list form at
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·http:/,lwurw.nijl.gC,Ofizifldata.htrn · · ·
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Pmnissio1l to·. Copt}: Policy Updates may·~ rqnoduced in.whollor in, part. Please
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REPORT FROM WASHINGTON, D.C. -
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President Devotes .National Radio
. Address to Literacy
December 21, 1996 - Declaring that literacy is "about opportunity, giving
people the tools to make the most of their God-given potential," and "preparing
people for the 21st century," President Clinton used today' s radio address to
highlight the importance of helping all children and adults get the literacy skills
they need .
. The President provided new details on his "America Reads" initiative,
which he will likely submit to Congress this spring. If enacted, it would
mobilize a massive national campaign to help every third grader read ·
proficiently and would channel $275 billion to literacy over the next 5 years.
Since a child's success in school is closely linked to the parents' level of
education, one route to achieving the goal of"America Reads" is to assist parents
who need to improve their reading skills. One component of the initiative
addresses this need, in part, with $300 million in new grants to local, regional,
and national programs with a track record of success in helping parents assist
their children in becoming successful readers.
u America Reads" would mobilize 100,000 college work-study students to
join the literacy effort, providing financial incentives for schools where students
spend work-study time assisting local literacy efforts. This component of the
initiative will be shaped by a newly-appointed steering committee of 20 college
presidents (see attached). Literacy leaders who want to provide input as the
initiative is developed or who want to involve work-study students in their
programs should contact the college presidents directly.
The full text of the radio address is attached.
To be added to the mailing list, call 202/632-1500 and select option 6.
For more information, contact Alice Johnson at 202-632-1500, extension 31
�Steering CommiHee of College Presidents
for
America Reads Initiative
• Bank Street College of Education
• California State University System
• Community College of Denver·
·• Chicago State.University
• Georgetown University
• · Gettysburg College
• ·University of Maryland at College Park
• Miami-Dade Community College
• University of Mississippi
• University of Montana
• Morehouse College
• New York University
• Uiuversity of North Carolina at Chapel Hill
• Ohio State University
• Pennsylvania State University
• Portland State University
• San Francisco State University
• Southern Illinois University
• University of Texas at El Paso
• Vermont State Colleges
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THE wHITE HOUSE
Office of the Press Secretary
For Iinmediate Release
December 21, 1996
RADIO ADDRESS OF THE PRESIDENT
TO THE NATION
.The Rooseveh Room
nm PRESIDENT: In just a few days we celebrate the miracle of Christmas- the gift
of light and hope that luis lasted for nearly 2000 years. rd like to talk about how we can share that
gift by shining the light of literacy on millions of precious children and families.
Literacy is about reading, but it's about much more, too. It's about opportunity, giving
people the tools to make the most of their God-given potential. It's about preparing people for the
21st century, when a fully literate work force will be crucial to our strength as a nation. Without
literacy the history books and job manuals are closed, the Internet is turned off, and the promise of
America is much harder to reach.
To achieve our full potential as a nation we must make sure everyone can read
- aduhs as well as children. rm proud that we're increasing the assistance we give to states for
adult education and literacy by more than 50 percent, the largest increase in more than 30 years.
This will help hundreds of thousands of adults to rise to the obligations of family and community,
and to make the most of their own lives.
When it comes to children, the first teachers must always be their parents. Hillary and
I still talk about the books we read to Chelsea when we were so tired we could hardly stay awake.
I urge all of America's parents, make sure there are books beneath your Christmas tree. Share the
joy of reading as a family.
Of course, parents can't do it alone. Our country has outstanding teachers and
educators on the front lines ofthe literacy crusade, but all the rest of us must work with them to
make sure that every child and every adult can read.
This summer in Wyandotte, Michigan, I announced a national literacy campaign called
"America Reads,'' that·begins with a clear national goal: Every American child should be able to
.read on his or her own by the third grade. I proposed to meet that goal by using 30,000 reading
specialists and volunteer coordinators to mobilize a million volunteer reading tutors all across
America.
�This week I announced that my Domestic Policy Advisor, Carol Rasco, will move to
the Education Department with Secretary Riley to head this effort, to make absolutely sure we have
the highest level attention to get the job done.
We know that indi\1dnalized tutoring works. Here in the Nation's Capital there are
many remarkable tutoring programs, such as the St. Anne's lnfimt Home; Growing Together,
which helps public school children to double their rate ofleaming; and the Academy of Hope
. which teaches adults to read.
Yesterday some of these students joined me for my annual reading of "Twas The Night
Before Christmas~" and they're here with me now. If more Americans could see their joy in reading
and learning we'd have our one million volunteers overnight.
Today we're taking the next major step in our America Reads campaign -to build our
army of reading tutors on college campuses all across America. This fall, at my request, Congress
created over 200,000 new work~dy jobs on America's college campuses. Work-study helps
yoting people to work their way through college, often by serving their school. I want a large
portion of work-study to be devoted to community service, and especially to teaching our children
to read.·
Today I'm happy to announce that 20 of our nation's leading college presidents, from
San Francisco to Texas to Southern Illinois, are unleashing the energy and enthusiasm of their
students to help every eight-year-old learn to read. As members of a new America Reads College
Presidents' Steering Community, they will each dedicate half of their new work-study slots to
students who work as reading tutors. Right away this should give us thousands of new tutors, a
down payment toward our goal of enlisting I 00,000 work-study students to help America read.
The Steering Committee members will also recruit at least five more oollege presidents
to join the effort. To help them I am making an important change in the work-study program. If a
student works as a reading tutor, colleges will no longer be required to pay one-quarter of that
student's work-study costs. With today's actions by these college presidents, and with the steps we
are taking to help them, college· students can now work their way through school by teaching our
children to read. That is how we will take more responsibiley, create more opportunity, and build
a stronger, more united community for all Americans.
·
These students will create a whole new culture of service, working alongside our
AmeriCorps volunteers who will be doing the same, inspiring hundreds of thousands of Americans
to tutor not just children, but aduh learners as well.
There is simply no better way to serve your country and your community than by
helping children and adults to read. And there is no better time to start than Christmas, the season
of enlightenment. By reading to your own children, by giving your time so that others might learn
to read, you can light a spark that keeps the spirit of Christmas burning every day of the year.
Thanks for listening.
END
�The President and Congress Agree on
Education as a Top Priority
-January 31, 1997The 105th Congress, which was sworn in earlier this month and continues
thrQugh 1998, faces an ambitious education agenda. Adult, vocational, and higher
education measures sooh expire, along with education for disabled children and
elementary and secondary school reform legislation. All must be revised. during the
next two years. In addition, Congress may take up new initiatives around reading and
literacy, tr~g and workforce development, and educational technology.
OLD FRIENDS CHART THE COURSE ON CAPITOL HILL
Legislators with a long-standing interest in- and solid track records of support
for-- adult education and literacy now chair the committees responsible for most
education policy.
In the House, Bill Goodling (PA), author of the Even Start Family Literacy
program and last year's CAREERS bill, directs the Committee on Education and the
Workforce. Bill Clay (MO) is the senior. Democrat·. The Subcommittee on
Postsecondary Educatiol\ Training and Lifelong Learning, chaired by Howard "Buck"
McKeon (CA), will craft the adult education and literacy legislatiop. The ranking
subcommittee Democrat is Dale Kildee (MI).
In the Senate; Jim Jeffords (VI), recipient of the National Coalition for Literacy's
"Hero of Literacy" award in 1996, will head the Labor and Human Resources
Committee, which has jurisdiction over education legislation. Jeffords has long been a
key advocate of increasing the national investment in education, including adult
education. The senior Democrat on the committee is Edward Kennedy (MA).
Jeffords and new committee member Patty Murray (WA) were among the
primary architects of last year's Workforce Development Act amendment that would
have substantially increased literacy funding.
Fo r
111
o r t.: i 11 f o nn n t i 011 , c o 11 t 11 ct A I i U' f o /1 11 s o 11 n t ]. () 2 - ci 3 2 - I ~) () () , c x t e 11 s i o 11 3 1
�The appropriations committees, whiCh set education funding levels, are chaired
by Bob Livingston (LA) in the House and:Te.d Stevens (AK) in the Senate, with Dave
Obey (WI) and Robert Byrd (WV) as the senior Democrats. The subcommittees that set
.adult education and literacy spending levels are headed by John Porter (IL) and Arlen
Specter (PA), respectively, with Obey and Tom Harkin (IA) as the ranking Democrats.
KEY EDUCATION BILLS
While there may be disagreement over other major policy issues, education is
one area in which both Republicans and Democrats have expressed a desire to work
together. Due to the high volume of education bills that must be addressed,
policymakers are likely to examine the entire spectrum of how education programs fit
together and how they can be better connected in order to promote true lifelong
learning.
f1:ouse leaders plan to weave three themes through all pieces of education
legislation, as follows:
1.. Promoting parental involvement 1n children's education;
2. · Ensuring that basic academic needs are met;
3. Getting education dollars into the classroom.
. Overviews of specific pieces of legislation of interest to the literacy field· follow.
Adult Education Act.
The Adult Education Act governs funds that flow from the federal government
to the states for adult education activities, and includes National Literacy Act
programs. Congress is likely to preserve adult education as a prograin separate from
job training.
Because the President and Congress la.St year increased adult education funding
to $345 million, one k~y issue likely to emerge this year is accountability for results.
The bill may also address how education technology can be useg effectively by adult
education and literacy programs. Policymakers may also explore links with the new
welfare law, particularly if it affects the adult education and literacy system as
expected, by dramatically increasing the number of adults who enroll while limiting
the amount of time they have to achieve results.
The first step in the process is for·the President to submit. an initial bill to .
· Congress for consideration. This is likely to occur in late winter or early spring. Next,
Congress will research adult education issues and needs, including a review of what
has changed since the bill was last overhauled. This process will include public
hearings in Washington, DC and several states, which will most likely include .
Vermont, Pennsylvania, California, and Massachusetts.
�Last year, the Senate Workforce Development Act would have consolidated
adult education and literacy programs with other education and job training programs
into one large block, giving Governors great flexibility in how to spend adult
education, vocational education, and job training funds. This bill was not enacted and
is not likely to be revived. Instead, a separate vocational education bill will address
some of the job training issues from last year.
America Reads.
The President's new high profile literacy proposal, America Reads, would
ensure that all children can read well by the end of third grade. (A recent national
survey 1 of fourth graders found that 40 percent were not reading at a "basic" level.)
America Reads calls for a $1.75 billion investment over five years in a new
national reading corps, primarily made up of volunteers. The corps would provide
after-school and summer tutoring for children in grades K-3 in the 30,000 schools with
the greatest need; AmeriCorps members and reading specialists would be hired to
organize, manage, and train the volunteers.
The bill would also provide new grants totaling $300 million for local, regional,
and national organizations - including volunteer and family literacy programs - with
track records of success in helping parents assist their children in becoming successful
readers. Congress may consider revising this bill so that it includes assisting both
children and adults who need to improve their reading skills.
Higher Education Act.
The Higher Education Act helps low and middle-income students continue their
education through Pell Grants, which total nearly $6 billion annually. As it revamps ·
this bill, Congress may consider·the President's proposal to increase Pell grants by 25
percent, tip to $3,000 per year, and to open up the program to more low-income adults.
A key theme of the reauthorization will likely be how to control the escalating
cost of higher education. Over-the past 10 years, tuition at public colleges has risen by
23 percent; at private colleges, 36 percent. The reauthorization may include tax
incentives that would encourage families to save money for college and that would
make students' work-study earnings tax exempt This legislation could also create new
Skill Grants for students who want to continue their education but are hot yet ready for
undergraduate programs.
Rep. McKeon introduced an .early version of the Higher Education Act, H.R. 6, in
January and plans May hearings. The Senate begins higher education hearings next
1
• Source: National Assessment of Educational Progress 1994 Reading Report Card for the Nation and the States,
available through the Office of Education Research and Improvement by calling 1-800-424-1616.
�month, beginning with a field hearing in Burlington, Vermont on February 3 and
continuing with testimony from Education Secretary Richard Riley in Washington, DC
on February 27.
HOPE Scholarships.
The President has proposed increasing educational access by making available a
$1,500 tax credit for the first two years of higher education for some students, including
those who maintain a "B" average and stay drug-free. This proposal may include up to
$10,000 in tax deductions for tuition costs. Some in the literacy field are hopeful that
the bill will be broadened to ensure that it does not.leave behind youth and adults who.
are not yet ready for postsecondary education, including those who must earn a GED
before they will be eligible to enroll ip higher education.
HOPE scholarships are likely to be introduced on February 5 as part of the
President's budget Because it deals with tax issues, this proposal will be reviewed by
the Senate Finance Committee, chaired by Bill-Roth (DE), and the House Ways and
Means Committee, chaired by Bill Archer (TX).
KEY LITERACY POLICYMAKERS FOR THE 105TH CONGRESS
SENATE: Committee on
Labor & Human Resources
Jim Jeffords (VI)
Dan Coats (IN)
Judd Gregg (NH)
Mike DeWine (OH)
Bill Prist (IN)
Mitch McConnell (KY)
John Warner (VA)
Mike Enzi (WY)
Tim Ht1tchinson (AR)
Susan Collins (ME)
Edward Kennedy (MA)
· Chris Dodd (CT)
Tom Harkin (IA)
Barbara Mikulski (MD)
Paul Wellstone (MN)
Jeff Bingaman (NM)
Patty Murray (WA)
.Jack Reed (Rl)
HOUSE: Subcommittee on Postsecondary
Education, Training & Lifelong Learning
H. "Buck" McKeon (CA)
Bill Goodling (PA)
Tom Petri (WI)
Marge Roukema (NJ)
Bill Barrett (NE)
Jim Greenwood (PA)
Lindsey Graham (SC)
David Mcintosh (IN)
Bob Schaffer (C<J)
John Peterson (P A)
Mike Castle (DE)
Frank Riggs (CA)
Mark Souder (IN)
Fred Upton (MI)
Nathan Deal (GA)
Dale Kildee (MI)
Robert Andrews (NJ)
Tim Roemer (IN)
Lynn Woolsey (CA)
Carlos Romero-Barcelo (PR)
Earl Blumenauer (OR)
Ruben Hinjosa (TX)
Carolyn McCarthy (NY)
John Tierney (MA)
Ron Kind (WI)
'
Loretta Sanchez (CA)
Harold Ford, Jr. (TN)
*Regular type indicates Republicans; italics, Democrats.
To be added to the mailing list, please call 202/632-1500 and choose option 6.
�,
L INSTITUTE J;OR LIJ.:~ERACY
..
.:~
New Presidential Initiative Emphasizes
Role of Parents as 'First Teacher'
-August 27, 1996The President today announced a new education initiative that, if
enacted, could invest $2.75 billion in literacy programs over the next five
years. The new "America Reads Challenge" could have important
implications for both adult and family literacy programs.
The first component of the initiative, the "Parents as First Teachers
Challenge," encourages parents to read with their children. If enacted, new
grants totaling $300 million would be available to local, regional, and national
organizations and programs with a track record of success in helping parents
help their children become successful readers.
The initiative does not prohibit helping children by helping parents
improve their own reading skills. This is important, because research shows
that when parents improve their own low skills, this has a direct and
measurable impact on th~ir children's academic success, including reading
ability. High quality family literacy programs have demonstrated the.ability
to improve the literacy skills of both children and their parents.
The second component of the initiative calls for a $1.4~ billion
investment in a new America's Reading Corps, which would provide afterschool and summer tutoring for children in grades K-3 in the 20,000 schools
with the highest need. It calls for 11,000 AmeriCorps tutors to work in
implementing reading efforts in their communities:
America's Reading Corps could build on the experience of
Literacy*AmeriCorps -- a highly successful program in which 72 AmeriCorps
members in Houston, New Orleans, Pittsburgh, and Seattle are helping 2,000
children learn with their parents each year.
For
111
on· i 11 fo nn n t ion I con t 11 c t A I icc I o !1 11 ~ 011 n t 2 0 2-6 3 2- ·1 5 ()()I c :rIc 11 ~ion 3}
/
�.
.·
\
/
\
President Pr~poses NeW Tem Parent Initiative;
Adult Ed.ucation and Literacy Can Play Key Role
-June 21,
19~6-
'President Clinton recently ·proposed a new ·teen parent initiative that
would help young parents on welfare move towards self-sufficiency. One of the
key tools called for in this effort is education.
·
.
(
.
The purpose of the new initiative is to help teen parents who are receiving
Aid to Families with Dependent children (AFDC) make changes that will prevent
them and their children from facing long-term poverty and dependency.
·Specifically, it calls for every state. to develop a plan to keep teen parents who are
receiving AFDC in school- and to assist those who have chopped out in
returning to school. Over half of the heads of household who are· now on AFDC
(about 2 million people) had their first child when they were in. their teens.
In addition to building on a provision of existing law that requires
teenagers in families on welfare to remain in or return to school until they have a
· high school degree or its equivalent, the new initiative calls on state and local
leaders to "use every tool, remedy, and support available to keep these young
parents; both mothers and fath~rs, on the path toward learning, employment,
and self-sufficiency." The Department of Health and Human Services (HJ-IS)
has directed states to :·
•
•
· Fo r
identify or develop alternative educational programs for teens who are
not likely to succeed in. the regular school system;
offer services that prepare teen parents for self-sufficiency and work,
including the following: life skills, money management, problemsolving~ ,decision-making, conflict resolution, and parenting skills.
111 ore
info r 111 at i o n , c orz tact Alice Jo h n son a t 2 0 2 - 6 3 2 - I 50 0 , ext e n s ion 3 1
�\'-.'
(
Role of Adult Education and Literacy Programs
In many states and localities, services that help people prepare for self-.
sufficiency and work are available to young adults as part of the adult education
and literacy system. For example, a family literacy program that enables a
young parent to attain a GED would clearly fit the requirements of this initiative .
and the law. Tlirough existing programs like these, the adult education and
literacy field can play a key role in ensuring that this initiative succeeds.
One way to get involved is by contacting your state welfare office to offer
advice on how to design a plan that best meets the HHS requirement that each
state specify· what it will do to ~nsure that teen parents stay in school or.
participate in other appropriate educational programs. This is important
because the plan will drive both the design .of services and the allocation of
resources.
Background
.
Teen parents and their children are at high risk of livmg in poverty and
suffering from its long-term negative consequences. Almost 80 percent of
children born to unmarried teenage high school dropouts live in poverty. About
half of all adults who are receiving AFDC do not have a high school diploma or
the equivalent.
(_
Research offers powerful evidence that as the educational level of parents
improves, so does their children's success in school. The attachment,
uundereducated Parents + Adult Education or Literacy Training = Educated and
Healthy Children" offers additional inforffiation on how helping undereducated
parents improve their literacy skills has a direct and measurable impact on both
the educational attainment and quality of life of their children.
Special thanks to Glenn Young for his assistance in preparing this "Policy Update."
(
�NATIONAL INSTITUTE FOR LITERACY
Literacy: The Hidden Solution to Social Problems
Literacy is the shortest distance to individual, economic, and social
development because helps people to help themselves - in their family, on .
the job, and in their community.
.
Children and Literacy
•
•
When parents can't read and write, their children are
twice as likely as other children to have reading and writing difficulties.
LITERACY SOLUTION:
When parents participate in a literacy program, their
children improve their grades, test scores, and reading skills.
SOCIAL PROBLEM:
Welfare and Literacy
N~arly 70 percent of people on welfare who do
not have a
•
SOCIAL PROBLEM:
•
high 'school diploma spent more than five years on welfare.
LITERACY SOLUTION: Nearly 70 percent of people on·welfare who have a
high school diploma become self-sufficient in less than two years.
Employment and Literacy
•
•
About half of the American workforce has reading and
writing problems - and the level of skills they need to be productive
continues to rise.
LITERACY SOLUTION: Workers who lack a high school diploma earn a mean
monthly income·~f $452, while those with a bachelor's degree earn $1,829.
SOCIAL PROBLEM:
·
Crime and Literacy
•
•
Eight out of 10 prisoners lack a high school·diploma, and
about 75 percent of prisoners are considered functionally illiterate.
LITERACY SOLUTION: Ninety-three percent of prison wardens surveyed in
1994 recommended expanding literacy and other education programs for
prisoners as one of the most effective way to fight crime.
SOCIAL PROBLEM:
To find out more about literacy programs in your area, call the National Literacy Hotline
at 1-.800-228-8813.
800 CONNECTICUT AVENUE, N.W., SUITE 200 • WASHINGTON, D.C. 20202-7560
(202) 632-1500 • FAX (202) 632-1512
�·''
SCOPE
•
More than 20 percent of adults read at or below a fifth-grade level-· far. below the
level needed to earn a living wage. The National Adult Literacy Survey found· that
over 40 million Americans age 16 and older have significant literacy needs.
•
The National Literacy Act defines literacy as "an individual's ability to read, write,
and speak in English,·compute and solve problems at levels of proficiency necessary
to function on the job and in society, to achieve one's goals, and develop one's
knowledge and potential."
·
·
·
LITERACY & CHILDREN
•
As the education level of adults improves, sq does their children's success in school.
Helping low:..liter~te adults improve their basic skills has a direct and measurable
impact on the education and quality of life of their children.
•
Children of adults who partiCipate in literacy programs improve their grades and
test scores,.improve their reading skills; and are less ~ely to diop out
LITERACY & POVERTY·
•
Forty-three percent of people with the lowest literacy skills live in poverty; .l7
percent receive food stamps, and 70 percent have no job or a part-time job.
•
Workers who lack a high school diploma eam a mean monthly income of $452,
compared to the $1,829 for those with a bachelor's degree.
EFFORTS TO PROMOTE LITERACY
•
The federal government provided $361 million doll(lrs for adult education and
family. literacy program in 1996. This funding emibles millions of families to •
participate in basic e?ucatiori programs that help people help the~elves.
.
•
.
.
-
'
.
Federal.adult education funds lever~ge ah additional $800 million each year in ·state
funds for literacy, and millions of dollars in private funding.
'
.
For more information, contact the National Institute for Literacy at 202/632:..1500.
1;:,.1\
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n-~---National Institute for Literacy
NVYJLX'--
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Q_()_n ·~ ALICE JOHNSON
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. Policy Specialist
800 Connecticut Ave., NW
Suite 200
Washington, DC 20006
www.nifl.gov
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(.9..__
(20.2) 632-1516.
Fax (202) 632-1512
ajohnson@nifl.gov
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The State of Literacy in America
Estimates of Adult Literacy Proficiency·
Released by The National Institute for Literacy
and The U.S. Department of Education
�THE STATE OF LITERACY IN AMERICA
,
I
I
ESTIMATES OF ADULT LITERACY PROFICIENCY
Released by the ~ational Institute for Literacy and
the US Department of Education
INTRODUCTION
!
Despite some encouraging signs that children's literacy scores are on the rise,
1
•
the nation has yet to make si~ilar headway among adults. Employers face a
constant struggle to find workers with the reading, writing, mathematical, and
other skills the modern workpl:ace demands. Because so niany of the people
I
who most need to improve their literacy skills have already left school, they can
be difficult to reach.
Adult literacy problems have b:een a stubborn thread running through not only
1
the job market, but also somei of the nation's most troublesome social issues:
•
1
I
.
welfare, crime, homelessness, ~nd teen pregnancy, to name·~ handful. Yet, until
a few years ago, we had no[ reliable grasp on the dimensions or even the
I
definition of the problem. In th~ 90s, this knowledge gap has been filled by the
i
.
National Adult Literacy Survey (NALS), a monumental effort that remains to date
the most comprehensive, stati~tically reliable source of data on one of our most
:
.
enduring social and economic *umbling blocks.
NALS
An effort undertaken by the Diyision of Adult Education and Literacy of the US
Dep.artment of Education, the Educational Testing Service, the National Center
I
for Education Statistics, and Westat, Inc., NALS involved nationwide household
'
'
interviews conducted among :13,600 individuals age 16 or over in 1992. In
�addition, approximately 1,000 adults were surveyed in each of 11 states that
chose to participate (California, Illinois, Indiana, Iowa, Louisiana, New· Jersey,
New York, Ohio, Pennsylvania, Texas, and Washington). About 1,100 inmates
were also queried at 80 federal and state prisons, providing information on the
skills of the prison population.
The survey yielded a wealth of information, including a rich vein of demographic
background
such
as
languages
spoken,
educational
and
occupational
experiences, and respondents' perceptions of and uses of literacy. NALS offers
a far more comprehensive - hence far more ·useful - definition of literacy
proficiency than· previously available. The survey divides the 13dult population into
five levels of literacy proficiency (Level One being the lowest). These levels are
based on assessments of an individual's ability to perform everyday literacy
'
tasks· such as completing forms, interpreting graphs and charts, and finding
information in written materials.
TODA Y'S REPORT
Following the NALS release, policymakers and adult literacy workers were
eag~r
to find out exactly what these numbers meant to their states, counties, and cities.
They wanted to know w~ere their adult population stood and how far they had to
go. They were especially keen on seeing an accurate evaluation· of the scope o{
the literacy problem for adults at the
lowes~
literacy level -those in greatest need
of remedial services. Today's report is the answer.
Thanks to the efforts of researcher Stephen Reder of Portland State University,
and the US Department of Education Division of Adult Education and Literacy's
·Office of Vocational and Adult Education, we can present here an extrapolation
of NALS data for states, counties, congressional districts (for the 103rd
Congress), and cities with adult populations over 5, 000. Using proven statistical
�techniques, Reder calculated, estimates of adult literacy proficiency for these
,smaller areas. As one of thr:J reviewers for the original NALS survey, Reder
himself brings a. wealth of experience to the project. These .estimates are an
extraordinary resource. The numbers offer the closest approximation of a literacy .
head count that these areas have ever had at their disposal.
METHODOLOGY
To prepare this data, analysts began by looking deeper·into the NALS surveys ..
From that data, they isolated the factors that best predicted literacy, such as the
respondent's country of origin or educational attainment. They then turned to
Census data to isolate these .predictors for the states, counties, congressional
districts, and cities and developed a regression model that allowed them to
estimate literacy levels for areas not directly surveyed. The model is based on
the literacy proficiencies of populations of individuals from their aggregate
characteristics. Before the analysis proceeded, this methodological approach
was reviewed and approved by the Planning and Evaluation Service, Office of
the Undersecretary, US Department of Education.
The state- and county-level estimates have been statistically validated and found
to be accurate. An Appendix offers a detailed description of the methodology
used to arrive at and validate the estimates, as well as ·a tabular presentation of
standard errors and confidence intervals calculated for each estimate generated.
·If anything, the state-level data tend to underestimate slightly the numbers of
people who fall into the lowest literacy level.
Some caution is appropriate when working with the congressional district and
city-level data:. while it seems highly plausible that models that predict literacy
measures ·accurately at county and state levels would also perform well for
congressional districts ~nd cities, the lack of direct validating information should
�be kept in mind. Despite these caveats, the estimates in this report are reliable
. tools for co.mparing literacy profiles and needs for service across the areas ..
What follows is a state-by-state, county-by-county, congressional district-bycongressional district, and city-by-city numerical portrait of those at the lowest
literacy level, identified as Level One in. the NALS report. People who fall into this
category have demonstrated the greatest difficulty with the least demanding
literacy tasks in three areas:
+ Prose literacy: They have very limited skills in locating a single piece
of information in a short text, although that information is identical· to or
synonymous with information in the instructions or question. Example:
Underline a sentence from a brief news item telling what a swimmer
ate.
•
Document literacy: They have limited ability to locate and use
information in materials such as job applications, payroll forms,
transportation schedules, maps, tables, and graphs. Example: Sign
name on a. line marked "Signature."
•
Quantitative literacy:
They have trouble performing single, simple
arithmetic operations, such as addition, when the numbers to be used
.
are provided and the operation to be performed is specified. Example:
Total two numbers on a pictured bank deposit slip and enter the result
on a line 'labeled "Total."
The following tables (one- for the entire nation and one for each of the 50 states
and the District of Columbia, listed alphabetically) provide a composite literacy
proficiency score comprised of the three individual literacy categories.
Gaining a better grasp on the definition of our most wgent literacy problems
gives us a better opportunity to focus limited resources where they are most
�needed. The data offered here will be a guide for those who must decide where
literacy services will be directed. We are richer for having such a treasure with
.
'
which to work.
Signed,
Andrew Hartman
Director
National Institute for Literacy
,.
�The State ·of
Literacy in
America
Individual States
Percentage of Adult Population at Level 1 Literacy
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
·Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
24.8
ro
11.1%
18.4%
22.2%
24.2'
13.1%
16. %
7.9%
3l.5%
24.7'
23.3%
8.0%
13.3%
20.2%
15.8!1'
13.4%
14.3%
19.2%
28.1%
14.7°
19.6%
16.2 Yo
18.2%
12.6%
30.3%
1 .2%
13.0%
)
12.9%
15.3~
12.2%
21.1%
20.2%
24.4~
21.9%
15.1~
8.1%
1 .7%
0%
.
10%
20%
30%
40%
50%
60%
70%
�Individual States (cont.)
Percentage of Adult Population at Level 1 Literacy
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
15.4f'.
18.5%
19.4%
24.8°
13.8%
20.5%
'
23.4%
11.4%
12.0%
19.1%
14.8
0
''
20.2%
13.8%
11.4%
0%
10%
20%
30%
40%
50%
60%
70%
�The. State of ·Literacy in America
Level1 Adult Literacy Rates, by State
Percentage of adult population
with Level 1 Literacy skills
Ill
lil
Source: U.S. Department of Education
Division of Adult Education and Literacy
30.0% or greater
(2)
20.0% to 29.9%
(15)
rl!l5.0%to19.9%
(18)
Ill 10.0% to 14.9%
(16)
II 9.9% or less
(0)
ED no estimate available (0)
�Arkansas
22.2°/o of adult population
is at Level 1 Literacy
Congressional Districts
Percentage of Adult Population at Level 1 Literacy
·District
District
District
District
1
2
3
4
I
0%
· Counties
10%
30%
20%
40%
I
SO%
I
I
60%
70%
{with adult populations of at least 5,000)
Percentage of Adult Population at Level 1 Literacy
Arkansas County
Ashley County
Baxter County
Benton County
Boone County
Bradley County
Carroll County
· Chicot County
Clark County
Clay County
Cleburne County
Cleveland County
Columbia Co~:~nty
Conway County
Craighead. County
Crawford County
Crittenden County
Cross County
Dallas County
Desha County
Drew County
Faulkner County
Franklin County
Fulton County
Garland County
, Grant County
Greene County
Hempstead County
24.8
W.«" 0:-'
..
~m=.mm$mmm$i
jmmmmmqmmm
•
0
27.0%
0:·
22.4%
1s. %
7.1%
·?.
, ••,,,
2 .4%
FmrlimaG::mmlml·· 14.8r.
p;maa;mmmm 19.1%
Pm•m~mmjm!:m·
24.s o
~mB$mJmm$J 22.8%
lmBJaepmmm·--
16 2%
18.4%
0%
10%
20%
30%
40%
SO%
60%
70%
�Counties (cont.).
Percentage of Adult Population at Level 1 Literacy
2
Hot Spring County ~iiiiai;iaiiiiilii"2;2;:;.2;;%~~--~--T--I--1
Howard
Independence
Izard
. Jackson
Jefferson
Johnson
Lafayette
Lawrence
Lee
Lincoln
~ittle River
Logan
County
County
County
County
County
County
County
County
County
County
County
County
~!m!m$m!m!m$m
23.5%
.iiiil!iiiil!$···i'm··,,ffi·EJm 1/1.i%
Pm:m:mm.:mmmm\l~- 24.2"
!mmmm~mEFE!Ell1~~mm 28.4%
~mmrms~-,~-ffi~m-,m·-ffi·f$·-,.~·m·.m.,.~,·W/.!i-'"2-~··"· 31.2%
...
~--~··mx~·,··ffi«<·lil,.·,,mj,
20.4%
~mm!iiPmmm$mm1l$mmE
~rmsm$;-a.u.«m.·-:ilm'li·"'~· 22.2.,.
., .·
36.%
·:aJ,
.• ,
jmmm.mm$lmmn?mm
Fm••~·m"'·li·:z '·$-E·EJ··
.. . ,.,.fE'
~rmsmJI$m:;;mm$
.
45.*
36. %
23.4•
20.4%
Lonoke County ·--~em 17.5%
Madison County ~mmi$mBB 18.5%
Marion County tBmmm$Elm&$i 21.9%
Miller County Fm••$maa$am·-m 25. %
Mississippi County ~m!m!l$;i!m!m!!$m.a«<!i'-m· 2 .7%
Monroe County ~m:;;ma·~'·ii···~""li·"ffi·"ii·-$·«E>·,g,.a,·.,ffi··ffi'"'~"'E•xli•···EJ··· 36 7%
Montgomery County ~aBq·~·1ill'B··il··m-$· 21.7%
Nevada County
· · w.· · "''' .
30.3%
· Newton County ~mmi$m•m• 23.0%
·Ouachita County ~mm$immqmmm~- 30.6%
Perry County ~em-·~-m·m··,:z.-,;m.,~,, 20.9%
Phillips County jml:;;mm··$.·-~.um·,·<'li··m·=E·$-"m"'~-rms[iE.)i.·m·m·
.. ..,E·,·=ffi·-~- 41.9%
'·
Pike County FEBD$ll··.,ffi,·''li··"·'ffi·x[i>x,$· 21.6%
,..
Poinsett County FmDD$emm$mm 24.4"
Polk County '
...,.,,_;_ .. 21.7%
Pope County Pliu••=5"xmll·,.,.,. 16.EI'to
Prairie County jmmmm.!m!el$mmm 25.4 v.
· Pulaski County
, ,,,.,.,,_ · 20.6%
Randolph County rzmmm$:mmm$m 23.1%
Saline County l!maa$·mm'"' 14.1.
Scott County~--$·m,,g,.fEwm«$· 22.2%
·
Searcy County
.ffi.lil·'ffi.·m·m·,$·m;,..:;m·,, 24.5ro
·
Sebastian County ~mm$Elmm 17.5%
Sevier County Fmmm$llmm$m 23.o%
Sharp County
23.7 •
St. Francis County ~mmqmmmm$mme~~- 37~%
Stone County tBmmm.mm$ml 22.9%
Union County ~mm.mDm$DmEJ 28.6%
Van Buren County
24.2~'•
Wash.ington County ~mm$m 12.9%
White County f;mimml&PEEmm 18.9%
Woodruff County Fmmm;;!:m:mam;m.mm.m 33.9"
Yell County Fmillml&$mmme$m 22.2%
.
Pm••$··
0%
10%
20%
30%
40%
50%
60%
70%
�Municipalities
(with adult populations of at least 5,000)
Percentage of Adult Population at Level 1 Literacy
Arkadelphia city
21.2%
Benton city
"'""···"""· '""""".
114%
Bentonville city .... . "
13.9%
· Blytheville city ~m,m·m·ml!¢mmmml$ml~m 29.3%
.
Camden city . '"""''~··"' . "".. ,. ,.,., . '/."·'' ",,..,.,.___ '''""''"' 33.2%
Conway city ~mll!B$ml· 13.9%
El Dorado city ,.. , .. ,. , ..............,,. ""'. · "''" ., ,, 31.6%
Fayetteville city
10.0%
Forrest City city P:&:mE·~"!!'·E-=-=E·=·.-.m-=-m·.
..
,m$mxE:-=-=·=E··m·.~- .. :.... m·=-E«E··-m--=$- 40.9%
·-::mm·
..
Fort Smith city
18.3%
Hot Springs city
Jacksonville city
Jonesboro City
Little Rock city
Magnolia city ~-&$!•li"l!'''Il'
:·Il<'i$Eilli<fD· 2 .7%
North Little Rock city ~aa¢m-mi· ··.m·~·Em 23.4 •
.a·
Paragould city
19.3%
Pine Bluff city
Rogers city Pil••fml· 13.6%
Russellville city
15.01/o
Searcy city . ., , :vxvx·'· ··
17.8%
Sherwood city
8.3%
Springdale city
. .,. •.•..•. 15.4t'"
Stuttgart city
• ' ' '·»
25.5°
Texarkana city ~:.m·B&$··!!·*!!·':m-vE•!$xE.«l!<-'li'"·Il'"'Ill 29.2%
Van Buren city
8.2%
West Memphis city
·;..·.·:'VA 29.7%
···•=·
.•:•>X X•'.O:-:--.;.;
0%
10%
20%
30%
40%
50%
60%.
70%
I
�The State of Literacy in America:: Arkans·as
Level 1. Adult Literacy Rates; by County
Percentage of adult population
with Level 1 ~iteracy skills
•
6ill
Ill
Source: U.S. Department of Education
Division of Adult Education and Literacy
•
Ill
0
30.0% or greater
(15)
20.0% to 29.9%
(42)
15.0%to 19.9%
(14)
10.0% to 14.9%
(3)
9.9% or less
(0)
no estimate available (1)
�The State of Literacy in America: Arkansas
Level 1 Adult Literacy Rates, by Congressional District
Percentage of adult population .
with Level 1 Literacy skills
II
30.0% or greater
(0)
(2)
15.0%to 19.9%
(2)
10.0% to 14.9%
(0)
9.9% or less
(0)
no estimate available (0)
[2] 20.0% to 29.9%
II
Source: U.S. Department of education
Division of Adult Education and Literacy
•
Ill
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·
CtlNTON LIBRARY PHOTOCOPY
PHOTOCOPY
PRESERVATION
�PHOTOCOPY
· PRESERVATION.
CLINTON LIBRARY PHOTOCOPY
�NATIONAL INSTITUTE FOR LITERACY
Major Projects and Activities
1997-1998
The National Institute for Literacy, created by a bipartisan Congressional coalition in
1991, is an independent federal organization that is leading the effort towards a fully
literate America. The Institute fosters inriovation and collaboration in order to build
and strengthen national, regional, and state literacy infrastructures. Our goal is to
ensure that all individuals with literacy needs receive the high-quality education and
basic skills services necessary to achieving success in the.workplace, family, and
community in the 21st century. Five priorities for 1997-98 follow:
+ Lead the Literacy Field into the Information Age
Literacy In(onnation and Communications System.(LINCS). Expand LINCS
(http://novel.nifl.gov), the only state-of-the-art, Internet-based information retrieval
and corrun:unication system that provides literacy stakeholders in every state with
information on instructional and research resources, technical assistance, and
training. LINCS connects the literacy field at the local, state, and national levels and
· provides a tini.ely· and effective way to share expertise and resources.
On-line discussions. Provide nearly 3,000 LINCS forum/listserv subscribers with a
vehicle for participating in on-line discussions about major literacy issues. By
tapping the resources of national centers that focus on key literacy topics (ESOL,
family, health, homeless, learning disabilities, and workforce issues) subscribers
share timely information, ideas, and expertise.
+ Increase Public Awareness
National Public Awareness Campaign. Coordinate a national public awareness campaign
that aims to reach every U.S. household with information on the vital role literacy plays
in· meeting national workplace, family, and community challenges.. Target audiences
include the general public, business leaders, and policymakers.
+ Improve Policy & Practice
Policy Briefings. Serve as an information resource for Congress and the Administration
through activities that include the following: 1) organizing briefings and testimony by
nonpartisan literacy experts; 2) bringing together literacy stakeholders and
policymakers to discuss timely policy issues; 3) publishing a regular series of policy
updates that keep the field informed about important policy developments.
·
1'00 CONNECTICUT AVENUF, N.W., SU.ITE 200 • WASIIINGTON, D.C. 20202-7560
�+ Improve Policy & Practice
Standards Development & System Reform. Reform the adult literacy and lifelong learning
system through the five-year Equipped for the Future initiative, so that every adult will
have the opportunity and tools required to build the knowledge, skills, and abH!ties
needed to fulfill real-world responsibilities as parents, citizens, and workers in the 21st
century; Three state-led multi-sector consortiums are now developing consumerdriven 11 literacy content standards 11 that will provide a framework for the specific skills
and knowledge adults need to acquire. Equipped for the Future will result in curriculum,
assessment, and instruction innovations in. adult literacy and basic skills pmgrams.
+ Support Research and Development Activities
Research. Lead the national collaborative agenda-setting process for literacy research
and development Through a series of focus groups and surveys that involve Harvard
University's National Center for the Study of Adult Literacy and Learning and other
research institutions, this process will result in a clear and precise blueprint of the
research knowledge and information needed to improve the capacity and quality of
literacy services.
Learning Disabilities. Fund.the National Adult Literacy and Learning Disabilities
Center, the only national effort to raise awareness and disseminate information about
the link between learning disabilities and adult literacy issues. The center is
. developing a tool kit of materials that will help in identifying and assisting adults with
LD and include information on screening instruments, instructional interventions and
accommodations, and civil rights issues, and is geared towards education, job training,
and welfare-to-work settings. The tool_ kit and related training will be available in
1998.
+ Foster Leadership and Collaboration Among Practitioners, Learners and Tutors
· Literacy Leader Fellowship Program. Provide outstanding literacy workers and adult
learners from across the country with an opportunity to carry out year-long iimovative
projects of their own· design that will advance the literacy field.
National Literacy Hotline and Clearinghouse. Sponsor the only national literacy hotline
and information clearinghouse (1-800-Z28-8813 or 1-800-552-9097 TrY), which responds
to approximately 48,000 calls per year from individuals who want literacy information
-- including referrals to local programs seeking either learners or tutors. The database
contains current listings of 5,286 literacy programs in every state.
)
.
For a list of free publications or to be added to the mailing list, call 202/632-1500 and choose option 6.
�l
I T
I
I
s
E
A
w
H·. 0 L E
N E
w. w
0 R L D
1·800-228·8813 • National Institute For Literacy
.
.
NIFL HOTLINE nY: 1-800.552-9097 • http:/jwww.nifl.gov
L
E
I
IT'S
..
A
WHOLE
NEW·WORLD
1-800-228-8813 • National Institute For Literacy ·
NIFL HOTLINE nY: 1-800.552·9097 • http:/jwww.nifl.gov
�.----------------------------
-----
c
L I T E R A
I T
I
s
A
W H 0 LE
NEW
W 0 RL0
Dear Friend:
Thank you for recognizing that literacy is part of the solution to our nation's
most urgent problems. Please join us in working towards a fully literate nation
where all Americans have the skills they need to fulfill their potential and lead
productive lives.
This kit contains information that I hope will be useful to you, including the
following:
•
Fact sheets about key literacy topics: family literacy, workplace literacy,
the literacy delivery system, welfare & literacy, health & literacy, learning
disabilities & literacy, English for Speakers of Other Languages, and
correctional education.
•
A resource list of national organizations that coordinate or support
literacy efforts.
•
A brief overview of current literacy issues being discussed by
policymakers.
•
An order form for free publications on literacy.
•
A list of specific action steps you can take to get involved.
•
Information about the National Institute for Literacy.
Again, thank you for your interest. Please do not hesitate to contact the
National Institute for Literacy any time we can be of assistance to you.
Sincerely,
~
artman
National Institute for Literacy
National Institute for Literacy
800 Connecticut Avenue Nw, Suite 200, Washington, DC 20006-2712
NIFL Hotline: 1-800-228-8813 • phone: 202/632-1500 • fax: 202/632-1512
http://www.nill.gov
y
�L I
I T
I
s
T
A
c
E R A
W H 0 LE
NEW
W 0 R LD
I0 things YOU can do to support literacy
1. Be a lifelong learner.
The demands of our workplaces and our world are changing every day. Brush up on your skills:
2. Encourage others to be lifelong learners.
Support your friends, family members, and neighbors who are considering improving their skills whether it be reading and writing, getting a diploma or GED, or learning to program computers.
3. Read with your child.
Studies show that parents are the most important teachers of their children. Children learn the
importance of reading from those closest to them.
4. Volunteer to tutor.
Many literacy programs are small and depend on the involvement of local community members.
They are glad to provide training to potential volunteers.
5. Volunteer to support an education program in other ways.
Many literacy programs do not have the funds to pay for support staff, and welcome volunteers to
help answer phones and provide other office support.
6. Support friends who want to participate in a literacy program.
If someone you know wants to participate in a literacy program, offer to take care of their children
while they attend class or drive learners to and from programs.
7. Donate equipment or other materials.
If your work or home office is getting a new copier, fax machine or computer, consider donating
the old equipment to a literacy program in your community.
8. Donate money.
All literacy programs combined serve fewer than 10 percent of people with literacy needs.
More money allows more people to get the help they need.
9. Start a literacy program in your office.
Make sure your office provides training to employees, and that courses are presented as a positive
opportunity to improve skills.
10. Strengthen the links between literacy programs and other community groups.
If you volunteer at another program in your community - such as a homeless shelter - make
sure employers are aware of literacy programs and how to refer potential learners to them.
NATIONAL INSTITUTE FOR LITERACY
BOO Connecticut Avenue, NW Suite 200
Washington, DC 20006-2772
http://www.nifl.gov
y
202!632-7 500
�National Literacy Resource List
Adult Literacy & Technology Network
301 S. Geneva St., Room G-10
Ithaca, NY 14850
607/273-0634
International Reading Association
444 North Capitol Street, Suite 422
Washington, DC 20001
202/624-8800
Adult Literacy Resource Institute
989 Commonwealth Avenue
Boston, MA 02215
617/782-8956
Laubach Literacy Action
1320 Jamesville Avenue, Box 131
Syracuse, NY 13210
315/422-9121
American Association of Adult and
Continuing Education
1200 19th Street, NW, Suite 300
Washington, DC 20036
202/429-4131
Learning Disabilities Association of
America
4156 Library Road
Pittsburgh, PA 15234
412/341 -1515
American Council on Education, GED
Testing Service
1 Dupont Circle, NW, Suite 250
Washington, DC 20036
202/939-9490
Literacy Volunteers of America
635 James Street
Syracuse, NY 13203
315/472-0001
American Library Association
50 E. Huron Street
Chicago, IL 60611
312/944-6780
American Poetry & Literacy Project
1058 Thomas Jefferson Street, NW
Washington, DC 20007
202/338-11 09
Barbara Bush Foundation
for Family Literacy
1002 Wisconsin Avenue, NW
Washington, DC 20007
202/338-2006
Correctional Education Association
4380 Forbes Boulevard
Landham, MD 20706
301/918-1915
Institute for the Study of Adult Literacy
Pennsylvania State University
102 Rackley Building
University Park, PA 16802
814/863-3777
National Adult Literacy and Learning
Disabilities Center
1875 Connecticut Avenue NW, 8th floor
Washington, DC 20009-1202
202/884-8178
National Alliance of Business
Workforce Adjustment Program
1201 New York Avenue NW, Suite 700
Washington, DC 20005
202/289-2934
National Alliance of Urban Literacy
Coalitions
600 Jefferson, Suite 500
Houston, TX 77002
713/845-2557
National Association of State Literacy
Resource Centers
c/o DC Literacy Resource Center
MLK Memorial Library, Room 300
901 G Street, NW
Washington, DC 20001
202/727-1616
NATIONAL INSTITUTE FoR LITERACY
BOO Connecticut Avenue, NW Suite 200
Washington, DC 20006-2772
http://www.nifl.gov
202!632-7 500
�National Center for Family Literacy
Waterfront Plaza, Suite 200
325 West Main Street
Louisville, KY 40202-4251
502/584-1133
Orton Dyslexia Society
Chester Building, Suite 382
8600 LaSalle Road
Baltimore, MD 21286-2044
41 0/296-0232 or 800/222-3123
National Center for Learning Disabilities
381 Park Avenue South, Suite 1420
New York, NY 11565
212/545-7510
Student Coalition for Action in Literacy
Education
140 1/2 E. Franklin St., CB #3505
University of North Carolina
Chapel Hill, NC 27599-3505
919/962-1542
National Center on Adult Literacy
University of Pennsylvania
3910 Chestnut Street
Philadelphia, PA 19104-3111
215/898-2100
National Center on the Study of Adult
Literacy and Learning
Nichols House, Harvard University
Graduate School of Education
Cambridge, MA 02138
617/496-0516
Teachers of English to Speakers of
Other Languages
1600 Cameron Street, Suite 300
Alexandria, VA 22314
703/836-077 4
The Center for the Book
The Library of Congress
Washington, DC 20540
202/707-5221
National Clearinghouse for ESL Literacy
Education
Center for Applied Linguistics
1118 22nd Street NW
Washington, DC 20037
202/429-9292
U.S. Department of Health and Human
Services
Office of Family Assistance
370 L'Enfant Promenade SW, 5th Fl., E
Washington, DC 20447
202/401-4619
National Council of State Directors of
Adult Education
P.O. Box 2120
Richmond, VA 23216-2120
804/225-2293
U.S. Department of Education
Division of Adult Education and Literacy
330 C St. SW
Washington, DC 20202-7240
202/205-9685
National Institute for Literacy
800 Connecticut Ave., NW, Suite 200
Washington, DC 20006
202/632-1500
U.S. Department of Labor
Employment & Training Administration
200 Constitution Avenue, NW, Room N5637
Washington, DC 20210
202/219-7674
Newspaper Association of America
Foundation
11600 Sunrise Valley Drive
Reston, VA 22091-1412
703/648-1 000
�National Institute for Literacy
Publications
To order any of the following free publications from National Institute for
Literacy, call the National Literacy Hotline at 800-228-8813 (or 800-552-9097
TTY). Most publications are also available online through the National
Institute for Literacy's homepage: http://www.nifl.gov
Equipped for the Future: A Customer-Driven Vision for Adult Literacy
and Lifelong Learning.
This research report and compilation of essays by adult learners on how improving their
literacy skills has changed their lives is the foundation of a long-term project to create
national literacy standards and systemic reform. The 121-page book includes adults
learners speaking in their own words about "What it Means to be Literate," "What it
Means to Compete in a Global Economy," "What it Means to Exercise the Rights and
Responsibilities of Citizenship," "Voices of Adults on Welfare," and "Voices of Adults in
Prison and Treatment Centers."
Literacy and Adult Education in the 104th Congress.
This 35-page guide contains a description of the federal legislative process, and the
history and the text of the current Adult Education Act law.
Literacy Leader Fellowship Program Reports
•
Driver Education for the Information Superhighway. (Literacy Leader Fellowship
Program Report: Volume II, Number 2.) This report by David Rosen, director of
Boston's Adult Literacy Resource Institute, discusses how adult learners and
instructors use the Internet, and provides a staff development model designed for
practitioners with little or no Internet experience. (available May, 1997)
•
Framework for Developing Skill Standards for Workplace Literacy, (Literacy Leader
Fellowship Program Report: Part I in a Series). This report by Eunice Askov, Ph.D.,
director of Pennsylvania State University's Institute for the Study of Adult Literacy,
describes major national and federal workforce development initiatives, including
skill standards, and includes a framework for workplace literacy skill standards
needed for work in high performance organizations.
•
State Level Policy for Workplace Basic Education: What Advocates are Saying,
(Volume II, Number 1). This report by Paul Jurmo, director of Learning
Partnerships, examines barriers to weokplace basic education programs and
recommends successful strategies for educating policymakers about this timely
issue. (available May, 1997)
NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW Suite 200
Washington, DC 20006-277 2
http://www.nifl.gov
202!632-7 500
�Literacy Works: Building State Performance Measurement, Reporting,
and Improvement Systems.
This report describes how four states are designing and implementing performance
measurement, reporting, and improvement systems that will enable them to unify goals,
consolidate programs, and develop common terminology and technologies.
National Resources for Adults with Learning Disabilities.
This guide is for adults who suspect they have a learning disability. By providing
information on assessing the problem, a learning disabilities checklist, and a listing of
resources, it is a starting point for gaining information that can lead to obtaining services
at the state or local/eve/. (Also available on the Internet through the following:
info@ nalldc.aed. org)
National Institute for Literacy News.
Back issues of the National Institute for Literacy newsletter provide concise updates on
the Institute's activities, and focus on specific literacy topics. Recent issues focus on
literacy and learning disabilities, and the increasing use of technology by literacy
programs.
National Institute for Literacy Information Booklet.
This booklet provides a general overview of the National Institute for Literacy, including
background, mission, and current programs.
National Institute for Literacy Policy Updates.
These periodic overviews provide timely and concise information about current policy
issues and legislation of interest to the adult education and literacy field. Recent topics
include welfare reform, literacy funding increases, federal education legislation, and the
America Reads Challenge.
Talk Time Handbook: Conversation Sessions for Volunteer
Facilitators and Limited English Speaking Participants.
This step-by-step guide, produced by the Tacoma Community Training Project in
Washington state, provides an overview of a proven method for assisting adults in
beginning to learn English while they are on waiting lists for ESOL literacy programs.
To be added to the National Institute for Literacy mailing list call 202/632-1500 and
choose option #1 or email request to staff asst@nifl.gov
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�Improving basic literacy skills can be the key to long-term self-sufficiency
for welfare recipients.
Welfare recipients generally have low education skills.
•
Welfare recipients ages 17-21 read, on average, at the sixth grade level.
When single parents drop out of school, they are likely to drop in to the
welfare system.
•
Almost 50 percent of adults on welfare do not have a high school
diploma or GED.
Welfare recipients with low education skills stay on welfare the
longest; those with stronger education skills become selfsufficient more quickly.
•
Over 60 percent of those who spend more than five years on welfare
enter AFDC with less than a high school education.
•
Over 65 percent of people on welfare who have a high school diploma or
GED leave welfare and become self-sufficient within two years.
Time on Welfare for Recipients Without a High School Diploma
0-2 years
2-5 years
5+ years
NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW, Suite 200
Washington, DC 20006-27 72
http://www.nifl.gov
202!632-7 500
�The education level of welfare recipients is closely linked to their
income level.
•
Adults with low literacy skills earn the least.
average weekly wages increase.
As literacy skills improve,
•
Workers who lack a high school diploma earn a mean monthly income of
$452, compared to $1,829 for those with a bachelor's degree.
•
Among adults with low literacy skills, 43 percent live in poverty and 17
percent receive food stamps. In contrast, among adults with strong
literacy skills, fewer than five percent live in poverty and fewer than one
percent receive food stamps.
Helping welfare recipients improve their basic education and
literacy skills improves our economic competitiv.eness.
•
Ninety percent of Fortune 1000 executives expressed concern in a recent
survey that low literacy is hurting their productivity and profitability. .
•
40 million American adults need to improve their literacy skills. While
they can read some basic information, they cannot locate an intersection
on a map or read a newspaper article. Until they improve their basic
education skills, these adults cannot effectively compete for today's jobs.
•
Welfare recipients with low literacy skills work 11 weeks per year, on
average, compared to 29 weeks for those with stronger literacy skills .
"A Brief s·un:u:na.~~:ot:~~Y:Broyisl~b~ •:Jib, !':.:<~.. ,, a'·f;;;c; ,..w:,~c-·,. •,, •, .-.Xi'''''
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..... _
·.·Work OppQ-rtLinity Hec6nciliat~6n Act of 1996," available from. the Center
Law.•,and' ·;···a · :'· licy.. 2 ·'
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· •tor Lite'tacy:( : · .632'·.-·soo)·. ·
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�FACT SHEET:
the national
literacy delivery system
Literacy services are provided across the country by a broad array
of public and private organizations.
need
•
More than 20 percent of adults read at or below the fifth-grade level below the level needed to earn a living wage.
•
far
Over 40 million Americans age 16 and older have significant literacy
needs.
resources
•
Federal investment = $345 million annually
•
All State and local investment combined = $830 million annually
literacy provider network
Nationally, 3.8 million adults (fewer than 10 percent of adults without a high
school diploma or GED) enroll in adult basic education programs each year.
Adult learners participate in literacy programs offered by the following:
7%
4%
o Local
Education Agencies
• Community Colleges
Iii Community-Based Organizations
60%
Iii Public and Private Non-Profits
o Correctional
Facilities
NATIONAL INSTITUTE foR LITERACY
800 Connecticut Avenue, NW Suite 200
Washington, DC 20006-27 72
http://www.nifl.gov
202!632-7 500
�outcomes
Of adults participating in literacy programs each year:
•
342,000 earn a high school diplomas or GED;
•
168,000 move on to more advanced education and training;
•
11 0,000 get a job;
•
101 ,000 get a better job.
volunteer efforts
•
Over 140,000 certified volunteer tutors teach 250,000 adult literacy
students annually.
•
Most volunteers work through 1,500 local programs that are affiliated with
two national volunteer literacy organizations: Laubach Literacy Action
and Literacy Volunteers of America.
•
Volunteers give 7 million hours of literacy service annually.
•
Sixty percent of funding for volunteer programs comes from individual,
corporate, and foundation support; 40 percent from federal, state, and
local government grants.
•
Volunteer programs are based primarily in libraries, churches, and
community centers.
For more information, contact the National Institute for Literacy at http://www.nifl.gov or
202/632-1500.
�By using a comprehensive and holistic approach to education, family
literacy programs are making great strides in helping families break
the cycle of low literacy, poverty, and hopelessness.
need
•
Children's literacy levels are strongly linked to the educational level of
their parents, especially their mothers.
•
Parental income and marital status are both important predictors of
success in school, but neither is as significant as having a mother (or
primary caregiver) who completed high school.
•
Children of parents are unemployed and have not completed high school
are five times more likely to drop out than children of employed parents.
solution
The National Center for Family Literacy supports programs that include four
essential components for family literacy:
1. Early Childhood Education: focuses on pre-literacy skills such as
vocabulary building and verbal expression.
2. Adult Literacy Education: helps parents enhance their own reading, math
and language skills.
3. Parent and Child Together (PACT): brings parents and children together
in the pre-school classroom in order to teach parents how to best fulfill
their role as their childfs most important teacher.
4. Parent Time: offers topics for study and discussion, including child
nurturing, managing and coping with child behavior, self-esteem, career
options, and community resources .
. NATIONAL INSTITUTE foR LITERACY
800 Connecticut Avenue, NW, Suite 200
Washington, DC 20006-27 72
http://www.nifl.gov
202!632-7 500
�outcomes
•
Adults stay enrolled in family literacy programs longer than in most adult-only
programs, and their attendance rate is higher.
•
Children participating in family literacy programs in 15 cities made gains at
least three times greater than would have been expected based on their preenrollment rate of development.
•
Adults significantly improve their self-confidence, confidence in their parenting
abilities, and in their employment status (29 percent increase).
•
Children showed an 80 percent increase in reading books, and made twice as
many trips to the library.
•
Long-term National Center for Family Literacy follow-up studies 1 found the
following:
1. Fifty-one percent of adults participating in family literacy programs
earned their GED or the equivalent.
2. Forty-three percent became employed, compared with 14 percent
before enrolling.
3. Thirteen percent enrolled in higher education or training programs
and another 11 percent continued in GED programs.
4. Twenty-three percent of those who were on public assistance when
they enrolled are now self-sufficient.
'"The Power of Family Literacy," 1996 Edition (available by calling 502/584-1133).
�English for Speakers of Other Languages (ESOL) is the fastest growing
area of the adult basic education system.
need
•
Nearly 32 million people in the United States speak languages other than
English - a 38 percent increase over 1980.
•
More than 50 percent of adults learning English as a second language are Hispanic.
Other common first languages of ESOL participants are the following: French,
Portuguese, Polish, Russian, Chinese, and Vietnamese.
•
Programs do not have enough space to serve everyone who wants to learn English.
Most cities have waiting lists of several months to several yeqrs, and some rural
areas have no available classes.
solution
•
ESOL programs vary in scope and content. Some programs, especially those for
recent arrivals, emphasize life skills and focus on improving listening and speaking
abilities. Others stress vocational topics, citizenship education, family literacy, or
academic or GED preparation.
•
Over one million adults are enrolled in federally-funded ESOL instruction. Many
more are tutored by volunteers in churches, libraries, local businesses and unions,
community colleges, and other community-based organizations.
for
Center for Applied Linguistics
1118 22r:~d St. NW
'
Washingtbfl, DC 20037-121~
(202)
ext. 200
'
'
World
"'
Thanks to NCLE for providing the information for this fact sheet.
NATIONAL INSTITUTE foR LITERACY
BOO Connecticut Avenue, NW, Suite 200
Washington, DC 20006-277 2
http://www.nifl.gov
202!632-1500
�In order to stay competitive in the global economy, employers need workers
who can read, write, compute, solve problems, and communicate well.
need
•
About 20 percent of America's workers have low basic skills, and 75 percent
of unemployed adults have reading or writing difficulties.
•
Workers who lack a high school diploma earn a mean monthly income of
$452, compared to $1,829 for those with a bachelor's degree.
•
Over 60 percent of front-line workers in the goods-producing industry cannot
match information in a text to the required task if any inference is involved,
and cannot integrate information from several sources.
solution
•
Workplace literacy programs provide workers with the skills needed to get or
retain a job, advance in their careers, or increase productivity.
•
Workplace literacy programs do not have to be expensive. Federal and state
grants and tax credits are available.
RIZCOMMENDED"RESOURC5S~; ,~ ~·
1
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ln~titute for the Study of Adult Literacy
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Washington; DC 20005
202/289-2934
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University Park; 'IDA 16801
814/863:.3777
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NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW, Suite 200
Washington, DC 20006-27 72
http://www.nifl.gov
202/632-7 500
�This emerging area - new for both the literacy and medical fields - has
grown out of the recognition that there is a significant overlap in the
populations served and that better literacy skills can contribute to greater
well-being.
overview
•
Individuals with low literacy skills are at risk of not being able to understand
materials distributed by health care providers.
•
Low birth weight is a condition that may increase a child's risk of developing
health, learning, and behavioral problems.
•
Children who are born at a low birth weight are more likely to be enrolled in
special education classes, to repeat a grade, or to fail in school.
•
Family literacy programs provide parents with an opportunity to learn about child
development, good health, and proper nutrition through parent support groups
that enable them to discuss health issues with specialists.
•
Partnerships between literacy and health providers are making a difference in low
literate communities. Massachusetts is a leader in this effort and has had
significant success with some of its programs.
RECOMMENDED R<ESOURCES '
System for Adult Basic Education Support
Northern Essex Commu~ity College
45 Franklin Street
, Lawrence, MA ·01840 ,,
. 508i688-6089 .
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·World Education
44 Farnsworth St.
Boston, MA 0221 0-121.1·
' ~~~;2-9485
.
NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW Suite 200
Washington, DC 20006-27 72
http://www. nifl. gov
202/632-7 500
�FACT SHEET:
literacy & .
learning disabilities
Talk to any adult literacy teacher and you are likely to hear of an apparently
bright and able student who does not achieve to potential. The student who
shows this unexpected underachievement may have a learning disability.
overview
•
"Learning disability" is an umbrella term that encompasses a wide variety of
disorders, including basic psychological processes involved in understanding or .
using spoken or written languages.
•
Learning disabilities may manifest themselves as an inability to effectively listen,
thirik, speak, read, write, spell, or compute - skills needed by adults to function
effectively as parents, family members, employees, and citizens.
•
People with learning disabilities are recognized as having a disability under
federal law. This means that they are entitled to "reasonable accommodation"
and certain other federally-supported services.
scope
Many people have learning disabilities. Estimates range from:
•
Fifty to 80 percent of all students in literacy and basic education programs.
•
Fifteen to 30 percent of all participants in job training programs.
•
Twenty-five to 40 percent of all adults on welfare.
assessment
•
Only diagnostic testing can accurately determine the presence of a learning
disability.
•
Literacy practitioners can be trained to help students with learning disabilities,
including those who have not been formally diagnosed.
•
Most participants in adult literacy programs are unable to afford formal testing
administered by trained professionals.
N A T 10 N A L / N S T I T U T E f 0 R L I T ERA C Y
800 Connecticut Avenue, NW Suite 200
Washington, DC 20006-2772
http://www. nit!. gov
202!632-7 500
�consequences
•
education
Learning disabilities may manifest themselves as difficulties in spoken or written
language, arithmetic, reasoning, and organization skills will affect adults in adult
basic education, literacy, postsecondary, and vocational training settings.
•
employment
Adults with learning disabilities commonly make errors in completing
employment applications because of poor reading or spelling skills. Some may
not reach employment at all. Job-related problems may arise for adults with
learning disabilities as a result of their difficulties with tasks that require
organizing, planning, scheduling, monitoring; difficulties with language
comprehension and expression; lack of social skills; and inattentiveness.
Accommodation for these problems may increase employability.
•
self-esteem
Being criticized, put down, teased, or rejected because of failures in academic,
vocational, or social endeavors often contribute to low self-esteem and
depression in the adult with learning disabilities.
•
social interactions
Adults with learning disabilities may misinterpret others' moods and attitudes
and appear to be less sensitive to others' thoughts and feelings.
•
independent living
Such basic responsibilities such as writing checks, filling out tax forms, or
recording phone messages may present problems for adults with learning
disabilities.
�Prisoners generally have significantly lower literacy skills than the general
population. Those who improve their skills return to prison less often.
need
•
Only 51 percent of prisoners have completed high school or its equivalent,
compared with 76 percent of the general population.
•
Seventy percent of prisoners scored in the two lowest literacy levels of the
National Adult Literacy Survey. This means that while they have some reading
and writing skills, they are not adequately equipped to perform tasks like writing
a letter explaining an error on a credit card bill or understanding a bus
schedule.
•
Inmates who have a high school diploma demonstrate lower basic _skills than
members of the general public with a high school diploma.
•
Eleven percent of prisoners self-report having learning disabilities, compared
with three percent of the general population.
education level of prisoners
17%
15%
mLess than High School
18%
• Some High School
ra High School Diploma
DGED
D Some postsecondary
NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW, Suite 200
Washington, DC 20006-277 2
http://www.nifl.gov
202!632-7 500
�delivery system
•
The federal prison system began mandatory literacy training in 1982, and in 1991
raised the achievement standard from 8th to 12th grade.
•
The percentage of inmates with low literacy skills who actually receive literacy
education is estimated at 7 to 10 percent.
outcomes
•
Various studies have found that education diminishes the rate of recidivism. A
study by the Federal Bureau of Prisons concluded that "the more actively the
inmates successfully participated in prison education programs, the less likely they
were to recidivate."
1.
A Virginia study found that out of a sample of 3,000 inmates, 49 percent
of those who did not participate in correctional education programs were
reincarcerated, compared to 20 percent of those who did participate in
these programs.
2.
An Illinois study found that inmates with an education of 8th grade or less
were re-arrested at a rate of 62 percent. High school graduates had .a rearrest rate of 57 percent, and those with some college, 52 percent.
Sources: "Literacy Behind Prison Walls," National Center for Education Statistics, "Prison
Literacy Programs," ERIC Digest No. 159, "Literacy in Corrections," Correctional Education
Association.
�· L INSTITUTE EOR LITERACY
REPORT FROM WASHINGTON D.C.
The President and Congress Agree on
Education as a Top Priority
-January 31, 1997The 105th Congress, which was sworn in earlier this month and continues
through 1998, faces an ambitious education agenda. Adult, vocational, and higher
education measures soon expire, along with education for disabled children and
elementary and secondary school reform legislation. All must be revised during the
next two years. In addition, Congress may take up new initiatives around reading
and literacy, training and workforce development, and educational technology.
OLD FRIENDS CHART THE COURSE ON CAPITOL HILL
Legislators with a long-standing interest in -- and solid track records of support
for-- adult education and literacy now chair the committees responsible for most
education policy.
In the House, Bill Goodling (P A), author of the Even Start Family Literacy
program and last year's CAREERS bill, directs the Committee on Education and the
Workforce. Bill Clay (MO) is the senior Democrat. The Subcommittee on
Postsecondary Education, Training and Lifelong Learning, chaired by Howard "Buck"
McKeon (CA), will craft the adult education and literacy legislation. The ranking
subcommittee Democrat is Dale Kildee (MI).
In the Senate, Jim Jeffords (VT), recipient of the National Coalition for
Literacy's "Hero of Literacy" award in 1996, will head the Labor and Human
Resources Committee, which has jurisdiction over education legislation. Jeffords has
long been a key advocate of increasing the national investment in education,
including adult education. The senior Democrat on the committee is Edward Kennedy
(MA).
Jeffords and new committee member Patty Murray (WA) were among the
primary architects of last year's Workforce Development Act amendment that would
have substantially increased literacy funding.
For more information, contact Alice Johnson at 202-632-1500, extension 31
�The appropriations committees, which set education funding levels, are chaired
by Bob Livingston (LA) in the House and Ted Stevens (AK) in the Senate, with Dave
Obey (WI) and Robert Byrd (WV) as the senior Democrats. The subcommittees that set
adult education and literacy spending levels are headed by John Porter (IL) and Arlen
Specter (PA), respectively, with Obey and Tom Harkin (lA) as the ranking Democrats.
KEY EDUCATION BILLS
While there may be disagreement over other major policy issues, education is
one area in which both Republicans and Democrats have expressed a desire to work
together. Due to the high volume of education bills that must be addressed,
policymakers are likely to examine the entire spectrum of how education programs fit
together and how they can be better connected in order to promote true lifelong
learning.
House leaders plan to weave three themes through all pieces of education
legislation, as follows:
1. Promoting parental involvement in children's education;
2. Ensuring that basic academic needs are met;
3. Getting education dollars into the classroom.
Overviews of specific pieces of legislation of interest to the literacy field follow.
Adult Education Act.
The Adult Education Act governs funds that flow from the federal government
to the states for adult education activities, and includes National Literacy Act
programs. Congress is likely to preserve adult education as a program separate from
job training.
Because the President and Congress last year increased adult education funding
to $345 million, one key issue likely to emerge this year is accountability for results.
The bill may also address how education technology can be used effectively by adult
education and literacy programs. Policymakers may also explore links with the new
welfare law, particularly if it affects the adult education and literacy system as
expected, by dramatically increasing the number of adults who enroll while limiting
the amount of time they have to achieve results.
The first step in the process is for the President to submit an initial bill to
Congress for consideration. This is likely to occur in late winter or early spring.
Next, Congress will research adult education issues and needs, including a review of
what has changed since the bill was last overhauled. This process will include public
hearings in Washington, DC and several states, which will most likely include
Vermont, Pennsylvania, California, and Massachusetts.
�Last year, the Senate Workforce Development Act would have consolidated
adult education and literacy programs with other education and job training
programs into one large block, giving Governors great flexibility in how to spend
adult education, vocational education, and job training funds. This bill was not
enacted and is not likely to be revived. Instead, a separate vocational education bill
·
will address some of the job training issues from last year.
America Reads.
The President's new high profile literacy proposal, America Reads, would
ensure that all children can read well by the end of third grade. (A recent national
survey 1 of fourth graders found that 40 percent were not reading at a "basic" level.)
America Reads calls for a $1.75 billion investment over five years in a new
national reading corps, primarily made up of volunteers. The corps would provide
after-school and summer tutoring for children in grades K-3 in the 30,000 schools with
the greatest need. AmeriCorps members and reading specialists would be hired to
organize, manage, and train the volunteers.
The bill would also provide new grants totaling $300 million for local,
regional, and national organizations -- including volunteer and family literacy
programs-- with track records of success in helping parents assist their children in
becoming successful readers. Congress may consider revising this bill so that it
includes assisting both children and adults who need to improve their reading skills.
Higher Education Act.
The Higher Education Act helps low and-middle-income students continue their
education through Pell Grants, which total nearly $6 billion annually. As it revamps
this bill, Congress may consider the President's proposal to increase Pell grants by 25
percent, up to $3,000 per year, and to open up the program to more low-income
adults.
A key theme of the reauthorization will likely be how to control the escalating
cost of higher education. Over the past 10 years, tuition at public colleges has risen by
23 percent; at private colleges, 36 percent. The reauthorization may include tax
incentives that would encourage families to save money for college and that would
make students' work-study earnings tax exempt. This legislation could also create
new Skill Grants for students who want to continue their education but are not yet
ready for undergraduate programs.
Rep. McKeon introduced an early version of the Higher Education Act, H.R. 6,
in January and plans May hearings. The Senate begins higher education hearings next
1
Source: National Assessment of Educational Progress 1994 Reading Report Card for the Nation and the
States, available through the Office of Education Research and Improvement by calling 1-800-424-1616.
�month, beginning with a field hearing in Burlington, Vermont on February 3 and
continuing with testimony from Education Secretary Richard Riley in Washington,
DC on February 27.
HOPE Scholarships.
The President has proposed increasing educational access by making available
a $1,500 tax credit for the first two years of higher education for some students,
including those who maintain a "B" average and stay drug-free. This proposal may
include up to $10,000 in tax deductions for tuition costs. Some in the literacy field are
hopeful that the bill will be broadened to ensure that it does not leave behind youth
and adults who are not yet ready for postsecondary education, including those who
must earn a GED before they will be eligible to emoll in higher education.
HOPE scholarships are likely to be introduced on February 5 as part of the
President's budget. Because it deals with tax issues, this proposal will be reviewed by
the Senate Finance Committee, chaired by Bill Roth (DE), and the House Ways and
Means Committee, chaired by Bill Archer (TX).
KEY LITERACY POLICYMAKERS FOR THE 105TH CONGRESS
SENATE: Committee on
Labor & Human ResoU:ices
HQU~E: . Subcommittee on f9stsecondary .·
Education, Training & Lifelong Learning
.H. "Buck" Mc~eon (CA)
Jeffords (VT)
Bill Goodling (PA)
Dan Coats (IN)
· Tom PetrC(WI)
Judd Gregg (NH)
• Marge Roukema (NJ)
Mike DeWine (OH)
Bill Barret,t (NE) .
.
Bill Prist (TN)
. . .
Mitch McConnell (KY)'' ' · Jim G:eenwood (PA).
·' Lindsey Graham:• (SC)
John Warner (VA)
David Mcint.osl;l (IN) .
NJ:ike .Enfi (wY) .., . •
..
Bob Schaffer (CO)
Tim Hutchinson (AR)
' Susan Collins (ME)
Johri Peterson(PA) .
Edward Kennedy (MA).
. Mike Castle (DE)
Chris Dodd (CT)
Frank Riggs (CA)
Mark Souder '(IN)
· Tom Harkin (IA)
Barbara Mikulski (MD)
Fred Upton (MI) ·
Paul Wellstone (MN) .
Nathan Deal (GA)
Jeff Bingaman· (NM) ·
Patty Murray (WA)
... Ja..ck Reed (RI)
* Regular type indicates Republicans; italics,
Ji~
'
'I'
Dale Kildee (MI)
Robert Andrews (NJ)
Tim Roemer (IN)
·
Lynn Woolsey (CA)
Car~os Romero-Barcelo (PR) .
Earl Blumenauer (OR)
Ruben Hinjosa (TXr Carolyn McCarthy (NY)
John Tierney (MA)
Ron Kind (WI)
Loretta Sanchez.(CA)
Harold Ford, Jr. (TN)
''
Democrats.
To be added to the mailing list, please call202/632-1500 and choose option 6.
�FAST FACTS
ON
LITERACY
SCOPE. ..
•
More than 20 percent of adults read at or below a fifth-grade level - far below
. the level needed to earn a living wage. The National Adult Literacy Survey found
that over 40 million Americans age 16 ·and older have significant literacy needs.
•
The National Literacy Act defines literacy as "an individual's ability to read, write,
and speak in English, compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve onefs goals, and develop
onefs knowledge and potential."
LITERACY & CHILDREN...
•
.•
As the education level of adults improves, so does their children's success in
school. Helping low-literate adults improve their basic skills has a direct and
measurable impact on both the education and quality of life of their children .
Children of adults who participate in literacy programs improve their grades and
test scores, improve their reading skills, and are less likely to drop out.
LITERACY & POVERTY. ..
•
Forty-three percent of people with the lowest literacy skills live in poverty;
17 percent receive food stamps, and 70 percent have no job or a part-time job.
•
Workers who lack a high school diploma earn a mean monthly income of $452,
compared to $1,829 for those with a bachelor's degree.
EFFORTS TO PROMOTE LITERACY. ..
1.,•;
•
The federal government provided $361 million for adult education program in
1996. This funding enables millions of families to participate in basic education
programs that help people help themselves .
•
Federal adult education funds leverage an additional $800 million each year in
state funds for literacy, and millions of dollars in private funding.
':;"i'
. '-~:::
NATIONAL INSTITUTE fOR LITERACY
800 Connecticut Avenue, NW, Suite 200
Washington, DC 20006-27 72
http://www.nifl.gov
202/632-7 500
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Neera Tanden - Subject Series
Creator
An entity primarily responsible for making the resource
First Lady's Office
Neera Tanden
Date
A point or period of time associated with an event in the lifecycle of the resource
1997-1999
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36378" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2012-0057-S
Description
An account of the resource
Neera Tanden served as Associate Director for Domestic Policy in the Clinton White House, and Senior Policy Advisor to the First Lady’s staff from December 1997 to July 1999. She dealt with all facets of domestic policy as it related to the work of the First Lady including child care, education and literacy, health reform, Title IX, national service, and youth issues such as after school activities, teen pregnancy, and violence. The records include agendas, articles, books, galley proofs, informational packets, letters, legislation, memos, schedules, speech material, talking points, videos, and weekly reports.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Extent
The size or duration of the resource.
105 folders in 6 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Literacy
Creator
An entity primarily responsible for making the resource
First Lady's Office
Neera Tanden
Subject Files
Identifier
An unambiguous reference to the resource within a given context
2012-0057-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 3
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0057-S-Tanden-OFL.pdf" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
2/1/2014
Source
A related resource from which the described resource is derived
Literacy
1766805