Hello David,
I am puzzled about the sample. I apologize for not having read the
whole report yet and plan to do so, but thought that I would raise a
question to those who are monitoring this report and similar ones.
You indicate that the sample covered 16 years and up, with
non-English speakers being asked to be assessed in English. I wonder
before we begin to accept the report or be surprised by the findings,
if we might disaggregate the data for the sub-populations. I know
that the Harvard Civil Rights project, when it disaggregated the data
on desegregation found that that the closer you get to the local
school site the more reseggregation becomes visible. I wonder if
those who know about the data on this report see patterns similar to
this? Is there disaggregation of the data by different groups that
might inform this discussion. Using population data can be
misleading. I also wonder how the current population studied matched
the earlier one-- e.g., were the number of non-English reading
students and adults the same? Both of these questions impact how we
might make sense of the new report.
Is it the case that college graduates, or all adults (16 years and
up) have lower literacy. These are questions that need to be
explored before moving to generalizations about university graduates
and lower standards. What changes were identified in the report in
terms of school background, types of curriculum experienced, and
amount of money provided per student in the studies? These are just
some questions. I wonder if others on the list have questions that
might be added to this set so that we can better understand this
report?
Judith Green
At 4:59 PM -0500 12/18/05, David Rosen wrote:
Hello Sam,
Actually the assessment covered a representative sample of the adult
U.S. population, 16 years and up, some of whom were not able to
ready anything in English, and ranging up through those with
graduate level education. So it did include lots of "Joes off the
street."
The explanation from NCES Director, Grover J (Russ) Whitehurst, for
why college level literacy is so low included, first, surprise at
the "significant decline in the literacy levels among those who have
a college degree", and then speculation that college level standards
are lower than they should be because higher education has become
democratized, and more and more students are attending colleges, and
perhaps getting a paper diploma. He suggested that higher education
needs to look at this. (from the archived webcast of the report
release.
http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html)
David J. Rosen
[EMAIL PROTECTED]
On Dec 16, 2005, at 7:51 PM, [EMAIL PROTECTED] wrote:
David,
The test was administered to College Graduates, not high school or just
our Joe off the street. I find it shocking that college graduates of any
race or group would score this low.
Sam Young
CIO
La Sierra University
Andy and others,
Thanks for posting this.
It is important to note that the interpretation that NCES -- which
released the study -- gives to the decline in literacy for Hispanics
is increased immigration by Hispanic adults who may not speak English
or who may have had little schooling in their country of origin.
There are some other findings worth noting:
1) Overall : No significant increases in U.S. adult literacy from
1992-2003.
2) Quantitative literacy skills are higher.
3) The results show a strong correlation between literacy and
education level attainment
4) As literacy increases so does the % of the population which is
fully employed (Of course this would also depend on the economy.)
5) Median weekly earnings also go up with higher literacy levels.
David J. Rosen
[EMAIL PROTECTED]
On Dec 16, 2005, at 3:19 PM, Andy Carvin wrote:
From the NY Times... -andy
Literacy level falls for US college graduates
The average American college graduate's literacy in English
declined significantly over the past decade, according to results
of a nationwide test released yesterday. The National Assessment of
Adult Literacy, given in 2003 by the Department of Education, is
the nation's most important test of how well adult Americans can
read. The test also found steep declines in the English literacy of
Hispanics in the United States, and significant increases among
blacks and Asians.
When the test was last administered, in 1992, 40 percent of the
nation's college graduates scored at the proficient level, meaning
that they were able to read lengthy, complex English texts and draw
complicated inferences. But on the 2003 test, only 31 percent of
the graduates demonstrated those high-level skills. There were 26.4
million college graduates.
<snip>
Among blacks and Asians, English literacy increased from 1992 to
2003. About 29 percent of blacks scored at either the intermediate
or proficient levels in 1992, but in 2003, those rose to 33
percent. The percentage of blacks demonstrating "below basic"
literacy declined to 24 percent from 30 percent. Asians scoring at
either the intermediate or proficient levels rose to 54 percent
from 45 percent in 1992.
The same period saw big declines in Hispanics' English reading
skills. In 1992, 35 percent of Hispanics demonstrated "below basic"
English literacy, but by 2003 that segment had swelled to 44
percent. And at the higher-performing end of the literacy scale,
the proportion of Hispanics demonstrating intermediate or
proficient English skills dropped to 27 percent from 33 percent in
1992.
<snip>
http://www.nytimes.com/2005/12/16/education/16literacy.html
--
-----------------------------------
Andy Carvin
Program Director
EDC Center for Media & Community
acarvin @ edc . org
http://www.digitaldivide.net
http://katrina05.blogspot.com
Blog: http://www.andycarvin.com
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Judith Green
Gevirtz Graduate School of Education
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