While the quantitative literacy of adults improved from 1992 to 2003, the prose and document literacy of adults was not measurably different between these two years.

Adults age 16 or older were assessed in three types of literacy (prose, document, and quantitative) in 1992 and 2003. Literacy is defined as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” The average prose and document literacy scores of U.S. adults were not measurably different in 2003 from 1992, but the average quantitative literacy score increased 8 points between these years (see table 18-1).

One measure of literacy is the percentage of adults who perform at four achievement levels: Below Basic, Basic, Intermediate, and Proficient. In each type of literacy, 13 percent of adults were at or above Proficient (indicating they possess the skills necessary to perform complex and challenging literacy activities) in 2003 (see table 18-2). Twenty-two percent of adults were Below Basic (indicating they possess no more than the most simple and concrete literacy skills) in quantitative literacy, compared with 14 percent in prose literacy and 12 percent in document literacy.

Differences in average literacy scores were apparent by sex and race/ethnicity. Women scored higher than men on prose and document literacy in 2003, unlike in 1992. Men outperformed women on quantitative literacy in both years. Male scores declined in prose and document literacy from 1992 to 2003, while female scores increased in document and quantitative literacy. In 1992 and 2003, White and Asian/Pacific Islander adults had higher average scores than their Black and Hispanic peers in the three types of literacy assessed. Black performance increased in each type of literacy from 1992 to 2003, while Hispanic average scores declined in prose and document literacy.

Additional differences in average literacy were apparent by education and age. Educational attainment is positively related to all three types of literacy: those with any education after high school outperformed their peers with less education in 1992 and 2003. Between these years, average prose literacy decreased for most levels of educational attainment, and average document literacy decreased for those with some college, associate’s degrees, and college graduates. From 1992 to 2003, the average prose, document, and quantitative literacy scores of adults ages 50–64 and 65 or older increased.