Illiterate College Graduates

Many College Graduates in U.S.
May Lack Complex Literacy Skills
ASSOCIATED PRESS
January 21, 2006; Page B4

WASHINGTON -- More than half of students graduating from four-year colleges in the U.S. -- and at least 75% from two-year colleges -- lack the literacy to handle complex, real-life tasks such as understanding credit-card offers, a study found.

The literacy study funded by the Pew Charitable Trusts, the first to target the skills of graduating students, finds that students fail to lock in key skills -- no matter their field of study.

The results cut across three types of literacy: analyzing news stories and other prose, understanding documents and having math skills needed for checkbooks or restaurant tips.

Without "proficient" skills, or those needed to perform more complex tasks, students fall behind. They cannot interpret a table about exercise and blood pressure, understand the arguments of newspaper editorials, compare credit-card offers with different interest rates and annual fees or summarize results of a survey about parental involvement in school.

"It is kind of disturbing that a lot of folks are graduating with a degree and they're not going to be able to do those things," said Stephane Baldi, the study's director at the American Institutes for Research, a behavioral and social-science research organization.

Most students at community colleges and four-year schools showed intermediate skills. That means they can do moderately challenging tasks, such as identifying a location on a map.

There was brighter news: Overall, the average literacy of college students is significantly higher than that of adults across the nation. Study leaders said that was encouraging but not surprising, given that the spectrum of adults includes those with much less education.

Also, compared with all adults with similar levels of education, college students had superior skills in searching for and using information from texts and documents.

"But do they do well enough for a highly educated population? For a knowledge-based economy? The answer is no," said Joni Finney, vice president of the National Center for Public Policy and Higher Education, an independent and nonpartisan group.

"This sends a message that we should be monitoring this as a nation, and we don't do it," Mr. Finney said.