The survey focused on three types of literacy: prose, document, and quantitative. Prose literacy is defined as "the knowledge and skills needed to perform prose tasks (i.e., to search, comprehend, and use information from continuous texts). Document literacy is "the knowledge and skills needed to perform document tasks (i.e., to search, comprehend, and use information
from noncontinuous texts in various formats). Quantitative literacy is "the knowledge and skills required to perform quantitative tasks (i.e., to identify and perform computations, either alone or sequentially, using numbers embedded in printed materials)." Unquestionably, these are skills that law students need to bring with them when they arrive in August of their first year.
The Center administered the assessment to a nationally representative sample of 19,714 adults ages 16 and older. Calculators were permitted. From the test results, the Center determined what percentage of each group possessed skills that were below basic, basic, intermediate or proficient. For each type of literacy in each of the four levels, the report provides an example of a task typical of the level:
Below Basic:
Prose: ability to searching a short, simple text to find out what a patient is allowed to drink before a medical test
Document: ability to sign a form
Quantitative: ability to add the amounts on a bank deposit slip
Basic:
Prose: ability to find in a pamphlet for prospective jurors an explanation of how people were selected for the jury pool
Document: ability to use a television guide to find out what programs are on at a specific time
Quantitative: ability to compare the ticket prices for two events
Intermediate
Prose: ability to consult reference materials to determine which foods contain a particular vitamin
Document: ability to identify a specific location on a map
Quantitative: ability to calculate the total cost of ordering specific office supplies from a catalog
Proficient:
Prose: ability to compare viewpoints in two editorials
Document: ability to interpret a table about blood pressure, age, and physical activity
Quantitative: ability to compute and compare the cost per ounce of food items
As a law professor, I surely want my students to be proficient in all three types of literacy. After all, they are going to be reading and comparing two or more judicial opinions, documents far more complex that editorials. They are going to interpret statutes in the light of regulations, in an exercise much more strenuous than looking at a matrixed table. They are going to deal with numbers when working out personal injury settlements, preparing tax analyses, and negotiating child support and alimony payments. They need to reach levels far beyond proficient as defined in the Center's assessment.
So how do college graduates fare with these skills? For prose literacy, 3 percent were below basic, 14 percent were at the basic level, 53 percent were at the intermediate level, and 31 percent were proficient. For document literacy, 2 percent were below basic, 11 percent were at the basic level, 62 percent were at the intermediate level, and 25 percent were proficient. For quantitative literacy, 4 percent were below basic, 22 percent were at the basic level, 43 percent were at the intermediate level, and 31 percent were proficient. (Due to rounding, not all totals are 100.)
This means 69 percent were less than proficient with respect to prose literacy, 75 percent were less than proficient with respect to document literacy, and 69 percent were less than proficient with respect to quantitative literacy. It is appalling to think that the majority of college graduates are being awarded degrees even though they cannot do what are basic life skills. We're not talking rocket science. For example, according to this summary of the report, non-proficient "students could not estimate if their car had enough gas to get to the service station."
What's worse is the trend. Although skill levels for quantitative literacy remained the same, give or take a percentage point as they were in the 1992 study, the drop-off in prose and document literacy is frightening, especially if the trend continues. In 1992, 40 percent of college graduates were proficient in prose literacy, but in 2003, only 31 percent attained that level. That's almost a 25% decline in the number of college graduates proficient in prose literacy. For document literacy, the percentage dropped from 37 to 25. That's almost a one-third decline.
What's happening? This isn't the first survey to reveal some serious deficiencies in the educational achievements of students eligible to apply to law school, one example being a National Council on Economic Education survey I previously discussed. As I wrote almost two years ago:
Yes, there is something about teaching children to think that would make law school a natural next step rather than the jarring awakening that it is for most students. I am no fan of most pre-K, K-12, and undergraduate education programs. There are some very good ones, and there are some very good teachers. Remembering that parents, entertainers, celebrities and politicians also are teachers, in one way or another, too many teachers aren't teaching what needs to be taught.Or, as I opined just a few months ago:
Not only are many of the youngsters being encouraged to let feelings stifle rational thought, they end up thinking that the acquisition and regurgitation of information is the essence of education. It isn't. In this regard, most law school faculty, especially in the dreaded first-year, don't help. Closed-book final examinations that constitute 100% of the course grade encourage cramming and memorization, and rewards those with good memories. The best thinkers often don't have the best memories.
There are folks, I think, who have the impression that the government can command an increase in the oil supply. These same folks think food is grown in supermarkets. Perhaps they're among the 90 percent of American adults who do not know what radiation is, the more than two-thirds who cannot identify DNA as a key to heredity, or the twenty percent of American adults who think the sun revolves around the earth. No, I don't make this up, for it comes from Dr. Jon D. Miller of Northwestern, who thinks that this ignorance "undermines" the ability of citizens to participate in democracy in a meaningful way, as explained in this New York Times story. And people wonder why I keep griping about the miserable overall condition of the K-12 and undergraduate education system in this country, especially after we set aside the schools catering to the elite.A Philadelphia Inquirer report on the Center's study quotes both Stephane Baldi, a director at the American Institutes for Research, and Joni Finney, vice president of the National Center for Public Policy and Higher Education, who expressed hope that "state leaders, educators and university trustees will examine the rigor of courses required of all students."
The Center's assessment, according to the same story, "showed a strong relationship between analytic coursework and literacy. Students in two-year and four-year schools scored higher when they took classes that challenged them to apply theories to practical problems or weigh competing arguments."
So now there is even more proof that academic rigor is a good thing, and that analytic study (translate, problem solving and problem prevention) rather than mere memorization, is a much better way to get the most out of one's education.
A report in InsideHigherEd provides some additional information and some speculation about the causes of the problem. It also conveys the reactions of educators and others, none of which I will repeat, all of which are less than stellar comments on the K-12 and higher education systems in this country, and all of which can be read by reading the report.
One problem is the "declining interest in reading and a culture that increasingly 'takes as heroes people who dropped out of school in eighth grade and made a gazillion dollars'". Another is the possibility that many of the people contributing to the growth in college enrollments are academically underprepared, an explanation that shifts blame from the higher education system to the K-12 system but which doesn't get to the root of the problem. Another is that we live in a culture that dances from sound bite to sound bite, factoid to factoid, in a world of "flashes and bits of material," with no one being challenged to "use the information or analyze it in some way.”
But here is what can be considered both a symptom and a huge part of the problem. According to the InsideHigherEd report, "One study at Illinois State found that honors students were assigned an average of fewer than 50 pages of reading a week, and that two of five students acknowledged completing less than half of that work. 'Students seem to spend a lot of time on Facebook, and when you think about the literate practices involved in Facebook, that’s probably not contributing a lot to the scores on something like this literacy test.'"
No wonder students complain about the reading load they face in my courses, despite the fact that they are asked by me to do far less reading than I was asked to do as a law student. The desire to "buy a degree" is overtaking the desire to pursue the natural outcome of intellectual curiosity and the mature and responsible awareness that life demands people get themselves educated. More than one student has expressed the opinion that having the degree is more important than learning the subject.
And then what?
Well, then what is what we see and experience. Incompetence and ignorance at every turn. The failure of cosmetic window dressing to make up for the deficiencies in preparation. Fortunately, there are people who are proficient, who work diligently to polish their natural talents, who do a good job, who care, who never stop learning, and who understand what sapiens sapiens means. Unfortunately, they aren't as numerous as they once were, as the survey demonstrates. And, unfortunately, they're not necessarily the ones in the spotlight, the ones making the tens of millions, and the ones with the power.
The answer? Graduate schools must become more demanding of the K-12 and undergraduate education systems. They must abandon the notion that they can teach anyone anything, and dictate to their applicants an appropriate list of skills that must be held before they can enter. Hopefully, the spillover to the college students not intending to pursue a graduate education will, as it is said, be a rising tide that makes all the boats ride higher.