National Institute for Literacy - Facts & Statistics - 1992 National Adult Literacy Survey (NALS)

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2003 National Assessment of Adult Literacy (NAAL)

1992 National Adult Literacy Survey (NALS)

The National Adult Literacy Survey (NALS) was conducted during 1992 by the Educational Testing Service (ETS) for the U.S. Department of Education. The survey had a nationally representative sample of some 13,600 adults who were interviewed in their homes and asked to provide personal and background information and to complete a booklet of literacy tasks. The results are reported in three scales, each ranging from 0-500: a prose scale, a document scale, and a quantitative scale. Each scale is then divided into five levels: Level 1 (0-225), Level 2 (226-275), Level 3 (276-325), Level 4 (326-375), and Level 5 (376-500). A new survey, the National Assessment of Adult Literacy (NAAL) is being conducted in 2002.

On a scale of 0-500, the prose proficiency level of NALS respondents with:

0-8 years of schooling was:

174 for those whose parents had 0-8 years of schooling,
191 for those whose parents had 9-12 years of schooling, and
208 for those whose parents had high school diplomas.

9-12 years of schooling was:

218 for those whose parents had 0-8 years of schooling,
235 for those whose parents had 9-12 years of schooling,
244 for those whose parents had high school diplomas, and
255 for those whose parents had 4 year degrees.

high school diplomas was:

255 for those whose parents had 0-8 years of schooling,
267 for those whose parents had 9-12 years of schooling,
275 for those whose parents had a high school diploma, and
286 for those whose parents had 4 year degrees.

4-year degrees was:

296 for those whose parents had 0-8 years of schooling,
308 for those whose parents had 9-12 years of schooling,
318 for those whose parents had high school diplomas, and
324 for those whose parents had 4 year degrees.
(Kirsch, p29)

The National Adult Literacy Survey, 1992, compared the average prose literacy levels of the native U.S. population and the foreign-born population and found that the older a person was when they arrived in the U.S. the lower their average literacy level.

Level 3 was average literacy level of the population born in the U.S., compared to Level 2 for the immigrant population who arrived in the U.S. between the ages of 1-11 and Level 1 for those who arrived aged 12 or older.
Level 3 was the average literacy level of the Asian/Pacific Islander population born in the U.S. and those who arrived in the U.S. between the ages of 1-11, compared to Level 2 for the immigrant Asian/Pacific Islander population who arrived in the U.S. aged 12-24 and Level 1 for those who arrived aged 25 or older.
Level 2 was the average literacy level of the Black population born in the U.S. and those who arrived in the U.S. between the ages of 1-24, compared to Level 1 for the immigrant Black population who arrived in the U.S. aged 25 or older.
Level 2 was the average literacy level of the Hispanic population born in the U.S. and the immigrant Hispanic population who arrived in the U.S. between the ages of 1-11, compared to Level 1 for those who arrived aged 12 or older.
Level 3 was the average literacy level of the White population born in the U.S. and those who arrived in the U.S. between the ages of 1-11, compared to Level 2 for the White population who arrived aged 12 or older.
(Greenberg, p50, Table 2.7)

The average prose proficiency of the immigrant population with relation to their education level:

Level 1 (150) for the population with less than a high school education, compared to
Level 1 (224) for those with a high school education, and
Level 2 (271) for those with any postsecondary education.
(Greenberg, p67, Table 3.7)

The average prose proficiency of the U.S. born population with relation to their education level:

Level 1 (220) for the population with less than a high school education, compared to
Level 2 (274) for those with a high school education, and
Level 3 (314) for those with any postsecondary education.

The average prose proficiency of the adult population born in Spanish language countries:

Level 1 (141) for the population with less than a high school education, compared to
Level 1 (211) for those with a high school education, and
Level 2 (242) for those with any postsecondary education.
(Greenberg, p68, Table 3.1)

The average prose proficiency of the adult population born in European language countries:

Level 1 (182) for the population with less than high school education, compared to
Level 2 (245) for those with a high school education, and
Level 3 (297) for those with any postsecondary education.

The average prose proficiency of the adult population born in Asian language countries:

Level 1 (216) for the population with a high school education compared to
Level 2 (264) for those with any postsecondary education.

The average prose proficiency of the total Hispanic adult population:

Level 1 (162) for the population with less than a high school education, compared to
Level 2 (242) for those with a high school education, and
Level 2 (275) for those with any postsecondary education.
(Greenberg, p68, Table 3.2)

The average prose proficiency of the U.S.-born Hispanic adult population:

Level 1 (205) for the population with less than a high school education compared to,
Level 2 (262) for those with a high school education, and
Level 3 (296) for those with any postsecondary education.

21 to 23% - or some 40 to 44 million of the 191 million adults in the United States - demonstrated skills in the lowest level of prose, document, and quantitative literacy proficiencies (NALS literacy Level 1). For example, they were able to total an entry on a deposit slip, locate the time and place of a meeting on a form, and identify a piece of specific information in a brief news article. Others were unable to perform these types of tasks, and some had such limited skills that they were unable to respond to much of the survey.
25 to 28% of NALS respondents, representing about 50 million adults nationwide, demonstrated skills in proficiency Level 2 on each of the literacy scales. For example, adults in this level were able to calculate the cost of a purchase or determine the difference between two items. They could also locate a particular intersection on a street map and enter background information on a simple form.
Nearly one-third of NALS respondents, or about 61 million adults nationwide, demonstrated performance in Level 3 on each of the literacy scales. Respondents performing in this level were able to integrate information from relatively long or dense text or from documents, to determine appropriate arithmetic operation based on information contained in the directive, and to identify the quantities needed to perform the operation.
18 to 21% of NALS respondents, or 34 to 40 million adults, performed in the two highest levels of prose, document, and quantitative literacy (Levels 4 and 5). These adults demonstrated proficiencies associated with the most challenging tasks in this assessment, many of which involved long and complex documents and text passages.
(Kirsch, pXIV)

In 1992, 12% of NALS respondents reported having a physical, mental, or other health condition:

7% reported a visual difficulty;
7% a hearing difficulty;
3% a learning disability;
2% a mental or emotional condition;
1% a speech disability;
9% a physical disability;
8% a long-term illness; and
6% another health impairment.
(Kirsch, p43)

In 1992, the average prose literary proficiency level of the population was 272 (Level 2). It was:

227 (Level 2) for adults with a physical, mental, or other health condition;
217 (Level 1) for adults with a visual difficulty;
243 (Level 2) for adults with a hearing difficulty;
207 (level 1) for adults with a learning disability;
225 (Level 1) for adults with any mental or emotional condition;
143 (Level 1) for adults with mental retardation;
216 (Level 1) for adults with a speech disability;
231 (Level 2) for adults with a physical disability;
236 (Level 2) for adults with a long-term illness; and
237 (Level 2) for adults with another mental impairment.
(Kirsch, p44)

In the 1992 National Adult Literacy Survey:

29% of respondents at prose Level 1 reported not being able to read, compared to
3% at Level 2,
1% at Level 3, and
0% at Levels 4 and 5.
(Kirsch, p20)

Percentage of NALS respondents that reported getting help from family members or friends on everyday literacy tasks involving printed information:

23% at prose Level 1,
8% at prose Level 2,
5% at prose Level 3,
2% at prose Level 4, and
1% at prose Level 5.
(Kirsch, p21)

Conditions of Level 1 NALS respondents:

62%, or nearly two thirds, had terminated their education before completing high school;
26% had physical, mental, or health conditions that kept them from participating fully in work, school, housework, or other activities;
25% were immigrants who may have been just learning to speak English;
19% reported having visual difficulties that affected their ability to read print; and
one-third were aged 65 or older.
(Kirsch, pxiv)

Prose literacy levels of NALS respondents:

21% at prose literacy Level 1,
27% at prose literacy Level 2,
32% at prose literacy Level 3,
17% at prose literacy Level 4, and
3% at prose literacy Level 5.
(Kirsch, p17)

In 1992, the prison population with parents who had completed 0-8 years of education were at Level 1, compared to Level 2 for the household population; the prison population with parents who had completed 9-12 years were at Level 2, compared to Level 2 for the household population; the prison population with parents who had a high school diploma or GED were at Level 2, compared to Level 3 for the household population; the prison population with parents who had some postsecondary education were at Level 2, compared to Level 3 for the household population.
(Haigler, p23, Table 3.4)

In 1992, 55% of the Hispanic prison population was at prose literacy Level 1, compared to 49% of the Hispanic household population; 27% were at Level 2, compared to 26% of the household population; 16% were at Level 3, compared to 19% of the household population; 2% were at Level 4, compared to 6% of the household population; and 0% were at Level 5, compared to 1% of the household population.
(Haigler, p25, Table 2.5)

In 1992, 33% of the Black prison population was at prose literacy Level 1, compared to 38% of the Black household population; 43% were at Level 2, compared to 37% of the household population; 21% were at Level 3, compared to 21% of the household population; 3% were at Level 4, compared to 4% of the household population; and 0% were at Level 5 for both populations.
(Haigler, p25, Table 2.5)

In 1992, 17% of the White prison population was at prose literacy Level 1, compared to 14% of the White household population; 35% were at Level 2, compared to 25% of the household population; 36% were at Level 3, compared to 36% of the household population; 11% were at Level 4, compared to 21% of the household population; and 1% were at Level 5, compared to 4% of the household population.
(Haigler, p25, Table 2.5)

In 1992, 10% of the prison population with some postsecondary education was at prose literacy Level 1, compared to 5% of the household population; 27% were at Level 2, compared to 17% of the household population; 42% were at Level 3, compared to 39% of the household population; 19% were at Level 4, compared to 32% of the household population; and 2% were at Level 5, compared to 7% of the household population.
(Haigler, p23, Table 2.4)

In 1992, 25% of the prison population with a high school diploma was at prose literacy Level 1, compared to 16% of the household population; 39% were at Level 2, compared to 36% of the household population; 32% were at Level 3, compared to 37% of the household population; 5% were at Level 4, compared to 10% of the household population; and 0% were at Level 5, compared to 1% of the household population.
(Haigler, p23, Table 2.4)

In 1992, 10% of the prison population with a GED was at prose literacy Level 1, compared to 14% of the household population; 44% were at Level 2, compared to 39% of the household population; 39% were at Level 3, compared to 39% of the household population; 6% were at Level 4, compared to 7% of the household population; and 0% were at Level 5 for both populations.
(Haigler, p23, Table 2.4)

In 1992, 41% of the prison population who had completed 9-12 years of high school was at prose literacy Level 1, compared to 42% of the household population; 44% were at Level 2, compared to 38% of the household population; 14% were at Level 3, compared to 17% of the household population; 1% were at Level 4, compared to 2% of the household population; and 0% were at Level 5 for both populations.
(Haigler, p23, Table 2.4)

In 1992, 66% of the prison population who had completed 0-8 years of high school was at prose literacy Level 1, compared to 75% of the household population; 24% were at Level 2, compared to 20% of the household population; 10% were at Level 3, compared to 4% of the household population; 1% were at Level 4, compared to 0% of the household population; and 0% were at Level 5 for both populations.
(Haigler, p23, Table 2.4)

In 1992, 40% of the prison population was at quantitative literacy Level 1, compared to 22% of the household population; 32% were at Level 2, compared to 25% of the household population; 22% were at Level 3, compared to 31% of the household population; 6% were at Level 4, compared to 17% of the household population; and 1% were at Level 5, compared to 4% of the household population.
(Haigler, p19, Table 2.3)

In 1992, 33% of the prison population was at document literacy Level 1, compared to 23% of the household population; 38% were at Level 2, compared to 28% of the household population; 25% were at Level 3, compared to 31% of the household population; 4% were at Level 4, compared to 15% of the household population; and less than 0.5% were at Level 5, compared to 3% of the household population.
(Haigler, p19, Table 2.3)

In 1992, 36% of the prison population reported having one or more disability, compared to 26% of the household population. Level 2 was the average prose literacy proficiency for both the prison and the household population with one or more disability.
(Haigler, p33)

The National Adult Literacy Survey, 1992, found that with the exception of persons without a high school diploma or GED, annual earnings rose continuously across the literacy levels. The mean annual earnings of the employed population with 9-12 years of education were:

$12,420 at prose literacy Level 1;
$9,320 at Level 2;
$10,360 at Level 3; and
$8,580 at Level 4.

The mean annual earnings of the employed population with a high-school diploma were:

$14,570 at prose literacy Level 1;
$15,880 at Level 2;
$17,530 at Level 3; and
$19,300 at Level 4.

The mean annual earnings of the employed population with some postsecondary education were:

$17,120 at prose literacy Level 1;
$17,580 at Level 2;
$19,670 at Level 3;
$21,110 at Level 4; and
$23,020 at Level 5.
(Sum, 1999, p.124, Table 4.7)

Using the National Adult Literacy Survey literacy scales, a comparison of the literary requirements of projected high-growth occupations in 2005, for example math, computer, and other natural scientists, with declining occupations, such as, fabricators, assemblers, and inspectors, found the following:

the weighted mean proficiency requirement for new jobs in projected high-growth occupations is 301 (Level 3);
the weighted mean proficiency of lost jobs in declining occupations is 252 (Level 2);
the difference in the mean proficiency between new jobs in high-growth occupations and lost jobs in declining occupations is 49.
(Sum, 1999, p.94, Table 3.14)

In the National Adult Literacy Survey, 1992, 3% of adults age 16 and over reported having a learning disability. (Kirsch, p43, Table 1.8)

The National Adult Literacy Survey, 1992, found that the average prose literary proficiency level of the general population was 272 (Level 2). The average prose literacy level of adults with self-reported learning disabilities was 207 (Level 1).

58% of adults with self-reported learning disabilities were in prose Level 1;
22% in Level 2;
14% in Level 3;
4% in Level 4; and
1% in Level 5.
(Kirsch, p44, Figure 1.10)

An analysis of data from the National Adult Literacy Survey, 1992, found the following for adults with self-reported learning disabilities, ages 25-64:

The high school dropout rates were:

44.9% for women with self-reported learning disabilities, compared to 16.5% of women without self-reported learning disabilities; and
57.6% for men with self-reported learning disabilities, compared to 15.3% of men without self-reported learning disabilities.
(Vogel, p55, Figure 3.6)

For adults with self-reported learning disabilities:

27.1% completed 0-8 years of schooling, compared to 4.2% of adults without self-reported learning disabilities;
24.9% completed 9-12 years, compared to 11.6% of adults without self-reported learning disabilities;
17.1% obtained a high school diploma or GED, compared to 34.4% of adults without self-reported learning disabilities;
12.2% completed some college, compared to 22.3% of adults without self-reported learning disabilities; and
8.7% had a college degree, compared to 27.4% of adults without self-reported learning disabilities.
(Vogel, p52, Figure 3.2)

For women with self-reported learning disabilities:

22.6% completed 0-8 years of schooling, compared to 3.9% of women without self-reported learning disabilities;
22.3% completed 9-12 years, compared to 12.5% of women without self-reported learning disabilities;
29.0% obtained a high school diploma or GED, compared to 35.4% of women without self-reported learning disabilities;
13.6% completed some college, compared to 22.9% of women without self-reported learning disabilities; and
12.5% had a college degree, compared to 25.3% of the population without self-reported learning disabilities.
(Vogel, p53, Figure 3.3 and 3.4)

For men with self-reported learning disabilities:

30.7% completed 0-8 years of schooling, compared to 4.6% of men without self-reported learning disabilities;
26.9% completed 9-12 years, compared to 10.7% of men without self-reported learning disabilities;
25.6% obtained a high school diploma or GED, compared to 33.4% of men without self-reported learning disabilities; and
11.1% completed some college, compared to 21.9% of men without self-reported learning disabilities.
(Vogel, p53, Figure 3.3 and 3.4)

An analysis of data from the National Adult Literacy Survey, 1992, found the following for adults with self-reported learning disabilities, age 16 and over:

The employment status of adults with self-reported learning disabilities:

39% were employed full-time, compared to 51% of adults without self-reported learning disabilities;
13% were employed part-time, compared to 13% of adults with self-reported learning disabilities;
16% were unemployed, compared to 6% of adults without self-reported learning disabilities; and
32% were out of the labor force, compared to 29% without self-reported learning disabilities.
(Reder, p378, Figure 18.1)

Adults with self-reported learning disabilities worked an average of 24.7 weeks during the year preceding the interview, compared to 31.5 weeks for the population without self-reported learning disabilities.
(Reder, p381, Table18.3)

The occupational status of adults with self-reported learning disabilities:

28% were laborers, compared to 18% of adults without self-reported learning disabilities;
45% were in service occupations, compared to 28% of adults without self-reported learning disabilities;
14% were in sales occupations, compared to 28% of adults without self-reported learning disabilities; and
13% were in professional, technical, and managerial occupations, compared to 26% of adults without self-reported learning disabilities.
(Reder, p382, Figure 18.2)

The mean annual salary of adults with self-reported learning disabilities was $14,958, compared to $23,131 for adults without self-reported learning disabilities.
(Reder, p386, Table 18.8)

In the 1992 NALS, the average annual household income for the total population was $30,824, compared to $10,138 for Aid to Families with Dependent Children or public assistance recipients, and $9,732 for food stamp recipients.
(Barton, p53, Table 4.4)

In the 1992 NALS, the average annual household income of the total adult population

at prose literacy Level 1 was $15,480, compared to $8,520 for welfare recipients;
at prose literacy Level 2 was $25,010, compared to $9,540 for welfare recipients;
at prose literacy Level 3 was $35,020, compared to $11,710 welfare recipients; and
at prose literacy Level 4 was $45,610, compared to $15,820 for welfare recipients.
(Barton, p53, Table 4.7)

In the 1992 NALS, the average prose literacy proficiency of the total population was 272 (Level 2), compared to 243 (Level 2) for the population who received Aid to Families with Dependent Children or public assistance and 236 (Level 2) for the population who received food stamps.
(Barton, p14, Figure 1.1)

In the 1992 NALS,

31% of welfare women had minimal skills (similar to high school dropouts/NALS Level 1), compared to 13% of non-welfare women;
37% had basic skills (similar to below average high school graduates /NALS Level 2), compared to 25% of non-welfare women;
25% had competent skills (similar to people with some postsecondary education/NALS Level 3), compared to 37% of non-welfare women; and
7% had advanced/superior skills (similar to people with a bachelor's degree or more/NALS Level 4/5), compared to 25% of non-welfare women.
(Carnevale, p12, Figure 3)

In the 1992 NALS, the average prose literacy proficiency of the total population:

without a high school diploma was 218 (Level 1), compared to 212 (Level 1) for welfare recipients;
with a high school diploma was 270 (Level 2), compared to 261 (Level 2) for welfare recipients;
with a postsecondary education was 310 (Level 3), compared to 287 (Level 3) for welfare recipients
(Barton, p43, Figure 3.1)

In the 1992 NALS, the prose literacy proficiency of welfare women who:

had never been employed was 201 (Level 1), compared to 198 (Level 1) for non-welfare women;
had not held a job in the past 3 years was 237 (Level 2), compared to 267 (Level 2) for non-welfare women; and
had held a job in the past 3 years was 262 (Level 2), compared to 293 (level 3) for non-welfare women.
(Carnevale, p16, Figure 5)

In the 1992 NALS, the average prose proficiency of the total population who described themselves as reading English "very well" or "well" was 282 (Level 3), compared to 255 (Level 2) for welfare recipients who described themselves as reading English "very well" or "well."
(Barton, p32, Table 1.2)

It could take

900 hours of education and training for minimally (similar to high school dropouts/NALS Level 1) skilled welfare women to move up to the basic level (similar to below average high school graduates /NALS Level 2);
200 hours of education and training for basic skilled recipients to move up to the competent level (similar to people with some postsecondary education/NALS Level 3); and
200 hours for competent skilled welfare women to move up to advanced skill level (similar to people with a bachelor's degree or more/NALS Level 4/5).
(Carnevale, p6, Figure 2)

The 1992 NALS has the following occupations for adults age 16 or over:

28% worked in the sales/clerical occupations, compared to 24% of welfare recipients;
29% worked in the craft/service occupations, compared to 43% of welfare recipients;
19% worked in the labor/assembly occupations, compared to 25% welfare recipients; and
24% worked in the professional/managerial occupations, compared to 8% of welfare recipients.
(Barton, p50, Table 4.2)